Utopia Now! Visions for the Future, Utopian and Dystopian Students' Opinions

Firstly, I would like to introduce the information I have found on the Internet :
“Most student leadership research from the last few decades has focused on individual students and
how those students mature into their own leadership world view. A smaller branch has focused on
whether or not a particular academic program is meeting the learning objectives of being a top-notch
leadership program or intervention”.
I think that in the future ,people will find out that they need to help students in leadership and social
change,and they will improve this ,and there won’t be any problems.
Teachers will help students improve their collaboration skills, they will improve team values,and they
will help students develop their leadership sense.
Secondly, everyone will be confident,and they will be able to lead other people like a good leader, they
will know how to succeed and they will know how to solve their problems.
In conclusion, if we support other people to study leadership and to make social changes in
education,there won’t be any communication disorders,any confidential issues,they will set up their
own business and they will know how to collaborate with others, and humanity will evolve.
2. Leadership and Social Change in Education from an utopian vision The Ministry of National
Education continues the reforms in the field of education and training, in order to ensure an education
adapted to the requirements of the labor market and focused on personal and social development, with
a positive impact on preventing and combating early schoolm leaving.
The Ministry of Education and Research has published on the website the guidelines on the
organization and development of activities in schools for the school year 2020-2021, in the context of
the COVID-19 epidemic. and Research has started the procedure of monitoring the dynamics of the
operation scenarios of pre-university education units, at national level, this being influenced by the
evolution of the epidemiological situation in each county.
The quality of the educational act Specific standards have been identified for: high school, vocational
and technological education, vocational, post-secondary education, pre-school / pre-school education,
special education and special education operating in re-education centers / penitentiaries / detention
centers. The new standards simplify the activity of internal and external evaluation of the quality of
education by: reorienting the activity of quality improvement towards the essential aspects, using data
and documents already existing in the educational institution, computerizing the activity of internal and
external evaluation.
The Ministry of Education and Research has published on the website the guidelines on the
organization and development of activities in schools for the school year 2020-2021, in the context of
the COVID-19 epidemic. and Research has started the procedure of monitoring the dynamics of the

operation scenarios of pre-university education units, at national level, this being influenced by the
evolution of the epidemiological situation in each county.
The quality of the educational act. Specific standards have been identified for: high school, vocational
and technological education, vocational, post-secondary education, pre-school / pre-school education,
special education and special education operating in re-education centers / penitentiaries / detention
centers. The new standards simplify the activity of internal and external evaluation of the quality of
education by: reorienting the activity of quality improvement towards the essential aspects, using data
and documents already existing in the educational institution, computerizing the activity of internal and
external evaluation.
The Ministry of Education and Research has published on the website the guidelines on the
organization and development of activities in schools for the school year 2020-2021, in the context of
the COVID-19 epidemic. and Research has started the procedure of monitoring the dynamics of the
operation scenarios of pre-university education units, at national level, this being influenced by the
evolution of the epidemiological situation in each county. Claudiu S, LAM Lipova, Romania
3. The quality of the educational act
Specific standards have been identified for: high school, vocational and technological education,
vocational, post-secondary education, pre-school / pre-school education, special education and special
education operating in re-education centers / penitentiaries / detention centers. The new standards
simplify the activity of internal and external evaluation of the quality of education by: reorienting the
activity of quality improvement towards the essential aspects, using data and documents already
existing in the educational institution, computerizing the activity of internal and external evaluation.
Target: the evaluation, by 2024, of a number of about 3500 state and private education units that have
not been subjected to the process of periodic external evaluation, according to the provisions of the
specific methodology.
Social programs MEC's annual social programs are funded and designed to support students from
disadvantaged groups. Through these programs, conditions are created to ensure equal opportunities in
educationfor students from high-risk groups (rural students, Roma children, etc.).
Regarding the consolidation of the social package for education targeting students belonging to groups
with particular risks, MEN continues to run annual social programs in order to support students in
disadvantaged areas: School supplies, High school money, Euro 200, scholarships, Vocational
scholarship, transport settlement, Supplies for preschoolers and students - equal opportunities in
education, hot meals for students. Alexandru S, LAM Lipova, Romania

4. LEADERSHIP AND SOCIAL CHANGE IN EDUCATION FROM AN OPTIMISTIC UTOPIAN
POINT OF VIEW
Leadership
Leadership and social change is very important in school, especially in education. Leadership and also
social change,influences and changes our lives as students and it can change teachers' lives too.
In recent years, leadership in education is receiving increasing attention. Leadership is a process of
guiding talents,so this means that students can experience their opportunities of leadership at school or
at university. Leadership helps children and young adults, develop their talents, develop leadership
opportunities, and be good leaders…
In my opinion that is the reason why leadership is good and important in education.
Social Change
Social change is a concept or a theory that not many people understand. Social change is usually
defined as changes in human interactions.These changes appear and keep long-term. The most known
example resulting from social change are civil rights (women’s rights).
Because of social change relations, institutions and cultural norms have changed. I hope that the
community cares about the collective power of social change and accepts it as a good change in the
community. Alecsandra S, LAM LIpova, Romania
5. the best education system would be if education were not compulsory because with good motivation
students will get a better success. Students should be able to choose the subjects they want to study.
Because we spend almost 15 years of our lives to learn things that are useless to some. And practice to
be at the forefront.
Also There are two fundamental tasks education should help us with: working and sustaining good
relationships.The self-knowledge classes would be central to the whole system of education.
Students would be introduced early on to the idea that we are extremely prone to misunderstanding
ourselves, that we do not automatically have a correct or insightful view of what we are up to, or are
bothered about or grasp.
In this set of courses, students would learn how to deal with the world of work.
They would learn what the options really are and the relationship between early choices and subsequent
destinies.They would learn what a business idea really is. They would discuss productive and less
productive sectors of the economy.
Peni Alexy, High School ,,Mesterul manole`` Moldova
6. The education of the future must keep up with new technologies. Losing pace means having a
passive youth, not involved in the processes of technological transformation. Unlike the current

education system, in the future students will be able to have more opportunities to learn at different
times and in different places. Through eLearning it will be possible to study remotely, in the rhythm of
each one. The theoretical part will be taught outside the classroom, the practical part will be taught face
to face, interactively, in order to fix as well as possible all the theoretical knowledge. In the future
education system, students will have study tools that will adapt to the abilities of each student.
Buhna Mishelle High school ,,Mesterul Manole,, from Moldova
7.Fatima R., Baku European lyceum,Azerbaijan, an optimistic and a thoroughly realistic POV.
As a 15 year old, i am closely acquainted with the education system of not only our country but also of
my friend's from different countries and classism caused by racism, capitalism and homophobia is one
of the most eyecatching aspects of the cause all around the world. In education, especially if we closely
examine the upper class, we can see that males dominate and well, belittle women when it comes to the
upper hand and i think that this, also regarded as misogyny is one of the most vital problems that just
HAVE TO be eliminated if we are seeking a better world. Having those that are at the top controling us
is bad enough, yet causing severance by the way one was simply brought up to the world is
unimaginably cruel and wicked but most importantly, unhumanlike. We are the ones in charge as
PEOPLE and classified and categorized, therefore, we are the ones mighty enough to make that change.
8. Utopian perspective:Education unites us. It has and has always had multiple roles for the individual
and for society.The values on which education is built in Romania are those of trust, solidarity, equity
and autonomy. These give me hope for the future.THE WORLD IS CHANGED BY YOUR
EXAMPLE NOT YOUR OPINION! Larisa V, LAM Lipova, Romania
9. LEADERSHIP IN SCHOOLS
How a good ledership should be like: The quality leaders of a school must possess certain qualities
themselves they need to realize the true potential of its students to help them improve, so the school
truly progresses under their influence.
4 top skills of good school leaders:-Leading through teaching and learning
-Developing self, and others
-Promoting positive change in school environments
-Engaging and working with the community
For all those who want to be futures leaders , they have to be creful because they are the model of their
students, and they're teaching the next generation .
Leading through teaching and learning
Good leaders need to help children love learning and persevere in learning a lot of new things. They
have to make learning fun and easy for everyone.

Developing self, and others
Good leaders need to help their students in personal and social development, because at the moment
many children have different personality problems and need a lot of help. Also those who do not have
big personality problems need help in finding the perfect career in discovering the things they like.
Promoting positive change in school environments. Change is hard but good, and leaders have a
responsibility to present the change for the better, so that they can accept it and want a positive change.
Engaging and working with the community
Leaders need to teach their students that helping their community is a necessary thing that may require
certain qualities such as patience, collaboration, and respect. Even if some of the students do not have
these qualities, they can be acquired in time by repeating some activities.
"In every comunity, there is work to be done. In every nation, there are wounds to heal. In every heart
there is the power to do it."-M. Williamson
Conclusion
After all, it's not that hard to be a good leader, you just need to care for pthers and try to be the best of
yourself every day giveing an exemple to anyone about how they can do this themself. It does not
matter if you are a leader or you aren't, also if you're working at school or you aren't, what it matters it's
our future and we have to be aware of it.
"Alone we can do so little; together we can do so much"-Helen Keller
Estera D, LAM Lipova, Romania
10. Leadership and social change in education, Utopian View
Education in utopian view is what every student want to change in school.
In my opinion,school should be a place where you can learn new things that increase the attention of
students.
First of all,school must have a flexible schedule,because in that way children won't get bored.Also
school must have all necessary conditions that students feel like home.The classroom would be
decorated with projects made by students of class,also would be fully-equipped with new generation
computers.These are 2 suggestion that I consider effective in the interests of teenagers nowaday,that
could make them more hardworking.
Furthermore, there should be fewer homework and the class activity will be the most important for
learning ang gaining knowledge.In addition learning must be in advanced form,but at the same time
easy to understand.
I think that team work,practical work and trips are a good way to keep students interested and to make
them less anxious,because anxiety is a serious problem in the current context.

In conclusion,in utopian view school could be a relaxing place ,where kids go with pleasure.
Roxana B, LAM Lipova, Romania
11. Oghuz I. Baku European lyceum, Azerbaijan:
From my opinion nowadays not only in our country students are depended on teachers because of the
rules and they are controlled by them at school. They have to obey them in most cases and because of
the age difference they must be “respectful” in front of teacher which makes students unable to express
their ideas as well as pros and cons of the school conditions both in educational system and staff. I
believe this is the most crucial part that must be changed.
12.Musa H., Baku European Lyceum, Azerbaijan
It is no secret that the learning process and the state of the students very much depend on the leadership
of the teacher or the president of the class. What then to do so that the leader would change education
only for the best. At the same time, one must not forget about gender discrimination and the concept of
gender equality for a leader; for this, it is necessary to destroy misogynists and man-haters
13. Sandu Sabrina high school Mesterul Manole, Moldova
It is almost universally agreed that education is hugely important. But we are not particularly sure what
we want from it. Our large commitment to there being good schools ironically has not been matched by
concern about what they are for. The aim of education is to prepare students for adult life. So the role of
schools should be thought through only after we have identified the challenges of adult life. If school is
essentially conceived as a training, we need to explain what it is training for. What are the relevant
difficulties and challenges that we need to be equipped to deal with?There are two fundamental tasks
education should help us with: working and sustaining good relationships. These goals are generally
acknowledged, but in a hazy and distant way. We hear that studying literature might help the
imagination or that knowing some history will make us more capable of understanding current
societies. But these pieties don’t generally rise above the level of generalisations – and are not explored
with thoroughness in the actual curriculum. We do not assess courses and classes as we should –
according to the help they really do provide in the task of being a good adult.In the Utopia, unlike
today, schools would be designed by people who asked systematically about the main problems in
people’s work and home lives – and then worked backwards to put adequate, thoughtful responses in
place in the training years.
14. Essay about Leadership and Social Change in education from a utopian/optimistic point of view
Firstly, I would like to introduce the information I have found on the Internet: ”Most student leadership
research from the last few decades has focused on individual students and how those students mature
into their own leadership worldview. A smaller branch has focused on whether or not a particular

academic program is meeting The learning objectives of being a top-notch leadership program or
intervention.”
I think that in the future, people will find out that they need to help students in leadership and social
change, and they will improve this, there won‘t be any problems. Teachers will help
students improve their collaboration skills,they will improve team values, and they will help students
develop their leadership sense.
Secondly, everyone will be confident, and they will be able to lead other people like a good leader, they
will know how to succeed and they will know how to solve their problems. In conclusion, if we support
other people to study leadership and to make social changes in education, there won’t be any
communication disorders, any confidential issues, they will set up their own business and they will
know how to collaborate with others, and humanity will evolve. Alexandra M, LAM Lipova, Romania
15. Leadership and Social Change in Education from an utopian point of view Education is the most
important part of our society. That’s way the education must be of the highest quality.
The methods used so far have been good, but they have reached a stagnant level. To get over it,
changes need to be made.
In recent days, due to the coronavirus epidemic, students are studying at home. This fact has shown us
that education can be done through alternative methods. If we combine the new methods with the old
ones, you can get better results.
Learning must be attractive, and not seem difficult. This can be achieved through as many interactive
lessons as possible. For example, watching a movie, visiting a museum, etc.
A good leader has to be an educated person. He must find the best ways to change the community, that
includes education, too. In this way, more and more people will follow him and have a better life.
Knowledge means power, and this is achieved through education. Without education, there
is no future. Cristian L, LAM Lipova, Romania
16. Technology is radically changing the way we understand the learning process, defined by
Wikipedia as the set of strategies people deploy in “acquiring new, or modifying existing, knowledge,
behaviors, skills, values, or preferences.” Computer-based instruction is now prevailing throughout the
learning environments all over the world, reshaping minds and imposing new roles on both teachers
and students. Thanks to the integration of technology in classroom environments, students are active,
motived and eager to learn (Al-Hariri & Al-Hattami, 2007; Aloraini, 2012; Eyyam, & Yaratan, 2014).
They also assume greater responsibility for their learning (Johnson, Schwab, & Foa, 1999).
Individualizing learning, which is regarded as an implication of technology, makes students more
capable to cope with problems independently (Viorica-Torii & Carmen, 2013). Consequently, teachers

are no longer transmitters of information; rather, they are engineers or designers of learning
environments (Hairon & Chai, 2017). Their main task is to re-arrange the elements of effective learning
through placing themselves in the middle between students and curricula. However, recent studies have
shown that technology has a negative impact on the process of education (Fried, 2008; Wentworth &
Middleton, 2014), particularly on the four areas stated below:
• Deterioration of students’ competencies in reading, writing, and arithmetic, which are the basic three
skills any student is expected to master;
• Dehumanization of education in many environments and distortion of the relationship between
teachers and students;
• Isolation of students in a digital and virtual world that distances them from any form of social
interaction;
• Deepening of social inequalities between the haves and the have-nots tht is students who can possess
technology and those who cannot. Paula P, LAM Lipova, Romania
17. Essay about Leadership and Social Change in Education from a utopian/optimistic point of view
It is almost universally agreed that education is hugely important. But we are not particularly sure what
we want from it. Our large commitment to there being good schools ironically has not been matched by
concern about what they are for.
The aim of education is to prepare students for adult life. So the role of schools should be thought
through only after we have identified the challenges of adult life. If school is essentially conceived as a
training, we need to explain what it is training for.
In a utopian future, the education we receive will prepare us for different challenges of life, we will
learn things that will be useful to us at different times of our lives.
We must be taught how to lead a team, how to become leaders and become leaders.
In the future, we will learn how to communicate and conduct ourselves in a meeting or interview.What
we learn will help us to change our educational society. Adeline Ane-Mari R, LAM Lipova, Romania
18. LEADERSHIP AND SOCIAL CHANGE IN EDUCATION
UTOPIAN /OPTIMISTIC POINT OF VIEW
In the 21st century, policymakers and educators agree that improving the quality of K12
education requires effective leadership practices and collaborative efforts.
Particularly, research has shown that a leadership approach that focuses on a continuous improvement
can achieve impressive results. Successful leaders empower teachers to be the best they can be in their
own classrooms.

Education is considered to be the most important tool for social transformation, and as such,
educational leadership must be a positive force in transforming societies into a rapidly changing world.
It revealed how educational leadership impacts social transformation. Florina N, LAM Lipova,
Romania
19. It is an arguable truth that pop culture historically has been overlooked in academia. For better or
worse, the ideas, perspectives, and memes of mainstream America have been, until relatively recently,
relegated to a separate sphere from “high” culture—ivory tower literature, philosophy, and the like.
From the founding of the Popular Culture Association in the 1970s to the ever- growing Pop Culture
and Philosophy book series, the scholarly critique of popular culture and its reflection of/on society has
become a more widely accepted (or at the very least, more widely published) field of study. In that
vein, Heybach and Sheffield’s Dystopia & Education is a collection of essays that examines the plight
of modern-day public education through the lens of dystopian themes in literature, movies, and video
games. The authors of these essays come from a wide range of backgrounds, but converge on one
overarching theme: American schooling and education in the 21st century—and the young people
being subjected to it—are in trouble, trouble which has been predicted or mirrored to a disturbing
degree of accuracy in dystopian works of the last two centuries.
Dystopia & Education is broken up into the three sections listed in its subtitle: theory, praxis, and
policy, with the editors’ acknowledgment that any one cannot be separated from the others entirely; to
that end, many of the works present address a combination of the three themes. Whether intentionally
or not, these sections also appear in ascending order of readability and accessibility for the layperson
whose expertise may not include the philosophy of education.
With that in mind, I will discuss each section in the same order in which I ultimately chose to read
them, from back to front.
One can optimistically assume that any individual teacher or school would have a reasonable idea of
what works and does not work for students—that is, what is helpful versus harmful in education. It is
when schools are dictated to by some indirectly involved “other,” such as government officials whose
expertise lies primarily in winning elections, that the ideals of education are warped into something
counterproductive and ultimately oppressive. “Policy,” the final section of Dystopia and Education is,
presumably, from whence the first inkling of the idea for a dystopian analysis of education came; after
all, the classic literary dystopian universes— 1984, Brave New World, The Handmaid's Tale—are all
defined by the total control (explicit or implicit) of the populace by an oppressive governmental
regime. What's more, it makes sense that an “education as dystopia” view would initially stem from
governmental policy, when the role of government is to (ostensibly)

make life better for its constituents. Dystopia in its original sense, and in the sense used by the editors
and authors of Dystopia and Education, is the result of a utopian ideal gone awry: the handmaids are
oppressed and controlled for their own safety; the totalitarian regime in V for Vendetta supposedly
guarantees the United Kingdom a nation without the threat of terrorism, since any possible threat (read:
religious or social minority) is strictly forbidden and carefully monitored.
In that vein, No Child Left Behind and Race to the Top ensure that no student will fall prey to the
variability and imperfection of an individual teacher's opinions or experiences by standardizing all
curriculum, lessons, and policies under the assumption that every child in America will eventually go to
college. The reality of this utopian vision for education is that students are taught to meet the arbitrary
standards of multiple choice tests, teachers are stripped away of any freedom in the classroom—
including the use of non-scripted, unscheduled “teachable moments”—so that more and more students
ultimately get left
behind because of a one-size-fits-all approach to education. Such are the arguments in Dystopia and
Education. Bianca J, LAM Lipova, Romania
20. Leadership andSocial change in educationnEducation is professed as the most significant tool for
social transformation and as such educational leadership needs to be a positive force in transforming
societies in a rapidly changing world. It further unraveled how educational leadership impacts on social
transformation. Educational leadership was discussed in the light of roles and responsibilities,
leadership and values, leadership as influence, leadership and vision towards socialtransformation. It
has been noted that to complete these tasks, it is essential for a leader to work and communicate with
other stakeholders, including staff, industrial personnel, students and families of the students. In this
changing, global environment, it is argued that leadership holds the answer not only to the success of
individuals and organisations, but also to sectors, regions and nations. Albert N, LAM Lipova,
Romania
21. Leadership and Social Change in Education
About Leadership Leadership is an action of leading a group of people. Do we need a leader? Yes, we
need! It's doesn't matter if talk about a school project or something more important, we need a leader to
guide everyone, otherwise chaos will set in and nothing will be created or it may even destroy
everything that has been created so far. But, it's important who is the leader because not everyone is
capable for this kind of job.
Leadership in Education Leadership in Education varies from country to country, but we all know it's
much better than in other times. Most of the countries offer free education so everyone can evolve. But
how is educational system? Like I said, in most of the countries the educational system is free and help

children to make a briliant future for their own and their countries good. But, unfortunately, most of the
children, especially from poor countries, they just can dream about going to school, all they can do is
work to survive. How can we help? Donate! Donate everything you can: school supplies, books or even
money to authorizate centers. You can participate in various volunteer projects and help helpless
children. Believe in change AND HELP CHILDREN FOR A BRILIANT FUTURE! Maria V, LAM
Lipova, Romania
22. Leadership and Social Change in Education
To live a “happy” and fulfilled life is what all of us aspire to. During the past century, we saw the
unprecedented development of science and technology with the expectation that humankind would find
an ideal and a long-lasting happiness. While material progress has been made, environmental
destruction and exhaustion of natural resources have also risen. Further, an unequal distribution of
wealth and opportunity has expanded within and among countries, and the material power among
nations has often led to gaining control over the military, politics, and economics.
Leadership: Theoretical Perspectives
In the scholarly literature, the traditional paradigm of leadership, likewise, has been one that includes
hierarchical and pyramid-type structures, a personalilistic focus on the leader, and a utilitarian and
materialistic ethical perspective. However, with the realization that this traditional paradigm cannot
solve many of the problems we confront today, a number of leadership scholars and writers have begun
to emphasize the importance of values such as collaboration, the common good, and global concern as
important components of leadership for the twenty-first century.
The Role of Spirituality in Social Change
It should be noted that spirituality is an elusive term, and there is no universal operational definition.
For example, as Seaward (1995) argues, spirituality can be described in a variety of ways, such as
“higher consciousness, transcendence, selfreliance, love, faith, enlightenment, community, self-
actualization, compassion, forgiveness, mysticism, a higher power, grace and a multitude of other
qualities”.
However, if we were to analyze the spiritual experience and its behavioral manifestations among
individuals, it becomes evident that there are some commonalities in the essence of spirituality that
affect outward behavior. With this said, in what follows, I state why I believe it is important to examine
the role of spirituality in leadership for social change. Giovanna P, LAM Lipova, Romania
23. Social Change in Education from a utopian/optimistic point of view.
What is education in the 21st century? A question many people think about every day I would say.
Education has progressed rapidly and it is always improving. The magnificent combination between

science and knowledge transferred through people from thousands of generations and years helped the
society to develop in an extraordinary way.
As a young student of Generation Z I have the opportunity to see how technology is progressively
changing and improving students and teachers' lives helping the society implement new skills that
students can make use of while in school or out in the society.
Two of the factors that are considered to be related to Education are Leadership and Social Change.
Therefore, I believe Leadership is important when we discuss Education in the society. And this is
because nowadays everything is affected by the initiatives taken by leaders all around the world in
relation to Education, whether it is a primary school or a high standard expertise school such as
university.
I believe Leadership is a great skill that not many people can possess. For example, if we look at how
Education is distributed throughout the society in Europe, it can be observed that every country has its
own Educational system that its believed to help students grow and develop skills, knowledge and
information.
Nonetheless, Leadership is important and we should always expect the best ideas and plans to be
adopted by leaders. It is crucial that Leadership should not only go one way by taking or giving a rule
that needs to be followed by students but leaders should assess, investigate and try out any of these
ideas before they are applied and put into practice.
Rules are usually taken or implemented by leaders without consulting or asking for students' feedback.
By doing this, leaders can express a level of insecurity in what it is believed to be trust and data
analysis following their own instincts.
Therefore, I truly believe that Leadership is important in Education and students should be often asked
if the system adopted by leaders is helpful and giving results. However, I think students should be
given more credit and their opinions should be considered especially when the action is directly
towards them.
When it comes to Social change in Education leaders should be more open in creating and developing
new strategies and methods to help students cope with such changes. It is important that students
receive both positive or negative aspects of Social change. At this stage communication is key.
Social change can be described as something that constantly evolves in the society and students should
get a better understanding of where or what is the effect of such changes in Education. These changes
are inevitable as they come together with the development of the society itself. Sometimes they are
positive changes, sometimes they are negative. For this reason, leaders should always revise and be
aware of most social changes in Education.

On the other hand, I believe Education should benefit from experts who can train leaders in such a way
that Social changes can be balanced within educational institutes and students can benefit more from
any rules or actions taken by leaders.
I believe that Education should be acknowledged more and more by leaders of our society. As the
world is changing and technologies are making impressive improvements, so is the Educational system.
Education should be in line with modern methods and students should benefit from each and every one
of these innovations.
In conclusion, Leadership and Social change are factors that are inevitable in Education. Therefore,
Education should adapt to any of the changes and leaders should provide exceptional guidance and
leadership of their work. Marcus C, LAM Lipova, Romania
24. Education from an optimistic point of view
Looking at the school from an optimistic perspective, if it were run properly, it could bring out truly
gifted people.Schools need what they have good conditions, good teachers and a good curriculum bring
out successful people.If in school they would teach the rules of conduct and the environmental
protection measures would be applied more, the children would not only get into their hands by helping
the planet but would also learn how proper behavior is.Crisis sparks creative problem solving.
Education has responded in real-time to the pandemic, addressing tactical challenges of shifting entire
school districts and campuses online overnight, with innovation and deft speed. In the process,
however, systemic inequity and disparities have been exacerbated. By its nature, learning from home
relies not only on access to technology and Wi-Fi, but on physical space, family support, and emotional
bandwidth for learning. While the pandemic has presented a challenge to every student, it has
disproportionately challenged students within black and brown communities. Nicholas H, LAM
Lipova, Romania
25. Leadership and Social Change in education from an utopian point of view
Considering that education is very important in every person’s life, there are a lot of problems and
gaps.
From an utopian perspective,the education system is by far one of the most needed aspects in
someone’s life, because without it we can barely participate in society.
In the mind of an utopian, everybody should be able to attend educational programs and the leaders
being able to provide supplies and everything needing for students. Plus, everybody should be treated
the same way, without any discrimination.
In order to have a better society giving people the same amount of rights will have a positive impact.

I hope that someday the leaders of our society will take more responsibility in their own hands, meeting
every person’s needs and improving the educational system. Ana A, LAM Lipova, Romania
26. LEADERSHIP AND SOCIAL CHANGE IN EDUCATION FROM AN UTOPIAN POINT OF
VIEW
In a world that an utopian point of view is the most common way of perceiving life, leadership and the
social change in education can be seen as a good and helpful thing for future social interactions.
First of all, changing the education system is really helpful if it is changed in a good way. That means
that the future people will be informed since the beginning about important things that help getting
through life.
Second of all, leadership and social change helps us create a better world that can lead to discovering
greater things. Because of changing the way of teaching and what information it is being given,
thinking and perceiving information differently at a young age can help kids discover new ways, paths
of thinking, creating and imagining different things than we are used to doing it now.
In conclusion, it is very important that the world is constantly changing so that we can get out of the
boring routine. Sometimes, something new can change the whole way of processing and thinking about
things and it can help having new ideas that can be put in practice in future projects. Anca B, LAM
Lipova, Romania
27. Social scientists have been giving thought to this important issue ever since education assumed the
form and proportions of a large organized sector in society.
Evidently, thinkers of this persuasion hold that education is an instrument forged by the ruling classes
to serve and preserve their own interests, and thus to maintain the status quo in the existing economic
and political power structure.
At the other end are many social scientists, politicians, educationists and educational planners who
consider education as a very important instrument, if not the most important one, of social change.
This, they maintain especially in the context of the Third World countries. For instance, the Third Five
Year Plan document (1961-62) of the Indian Planning Commission described education as “the most
important single factor in achieving rapid economic development and technological progress and in
creating a social order founded on the values of freedom, social justice and equal opportunity.”
Without education, there can be no Social Change, is what this implies, and education therefore comes
prior to social change. Rahela G, LAM Lipova, Romania
28. Education‘ is one of the intervening variables in the phenomenon of social change. ‘Durkheim’
conceives of education as “the socialisation of the younger generation”.

According to James Welton, education consists in “an attempt on the part of the adult members of
human society to shape the development of the coming generation with its own ideals of life.” As
Samuel Koenig has pointed out, it is a “process whereby the social heritage of a group is passed on
from generation to another “. Educate on can also be understood as a factor of social change. The role
of education as an agent or instrument of social change and development is widely recognised today.
Education can initiate social change by bringing about a change in the outlook and attitudes of man.
Education was associated with religion. It has, however, become secular today. It is an independent
institution now. Education today has been chiefly instrumental in preparing the way for the develop-
ment of science and technology. Education has brought about phenomenal changes in every aspect of
man’s life. Francis J. Brown remarks that education is a process which brings about changes in the
behaviour of society. It is a process which enables every individual to effectively participate in the
activities of society, and to make positive contribution to the progress of society. Raluca F, LAM
Lipova, Romania
29.Leadership and Social Change in Education
Leadership is a combination of a manager's clear vision and strategy of his business, along with his
ability to communicate correctly and clearly to his employees and those who follow him. Therefore, the
definition of leader brings together complex traits, on the one hand specific to introverted visionaries,
but at the same time to charismatic extroverts, who create communities in which people believe and
even hope.
Thus, the qualities of a leader build something new, which works, and at the same time offers a
common identity to a well-welded team.
The leader has the role of guiding and motivating his employees. Ideally, a leader is a person you
admire, wanting to share some qualities, which you feel lead you somewhere concrete, with a clear
vision.
The leader is responsible for the company's morale, he can motivate when you no longer see the
meaning of things, he is responsible for the atmosphere of the work environment, for encouraging
diversity within the team and for the trajectory of the employees.The leader ensures that his team has a
continuous learning process and communicates very clearly the business strategy, so that each
employee understands the direction in which the system of which they are part goes.
As I said, the definition of a leader is complex, because he must have an exemplary character, to be
admired and followed without skepticism by his team. As much as a leader needs to be careful about
his image, so solitary is his role in ensuring that he has built a clear strategy that he implements
correctly for his business.

Once the leader has this strategy and vision built, he must communicate them clearly, honestly,
optimistically. Oratory skills matter a lot in this regard, because the leader must inspire others when
communicating the objectives he proposes.
The leader is not a manager, much less a micro manager. Not every leader has the role of leader, and
the leader is not the person who manages the responsibilities of others in detail. A person can have
both the position of leader and the position of manager, but the two do not represent an automatic
fusion.
Once the leader enjoys all the specific features above, he has all the prerequisites to build a strong
business strategy that he can successfully implement.The character of a leader can improve the
productivity of the team when it is demotivatedThe leader will offer, in practice, a competitive and
sustainable advantage over the same business, run by someone who does not have a vision, or fails to
convey it and inspire those around him./ her. Naomi R, LAM Lipova, Romania
29. Anđela, Split, Croatia
I believe
30. Leadership and social change in education
Firstly ,I think that in the future people will realize that they need to help students and other people in
leadership and social change and together they can solve any problem.
Teaching students to collaborate will help them in the future when they might want to start a business.
Secondly ,I think that if everyone would work together they could achieve anything, and make a
change in education.
In conclusion, I think that teaching students about leadership and social change is very important for
their future. Beniam L, LAM Lipova, Romania
31. Essay about Leadership and Social Change in Education from a utopian/optimistic point of view.
It is almost universally agreed that education is hugely important. But we are not particularly sure what
we want from it. Our large commitment to there being good schools ironically has not been matched by
concern about what they are for.
We must be taught how to lead a team, how to become leaders.
In the future, we will learn how to communicate and conduct ourselves in a meeting or interview. What
we learn will help us to change our educational society. Andrei C, LAM Lipova, Romania
32. Saygın E Özel Ünye Bahçeşehir Koleji Ortaokulu,Turkey
Leadership has many definitions.
Influence exerted by one person or group on other people or groups to structure activities.

Relationships within a group or organization. Concepts of leadership, understood as a process of social
influence, differ.who exerts the effect, the nature of the effect, the purpose of the effect, and its results.
33. My name is Efe Bayram G..I'm a student Özel Ünye Bahçeşehir Koleji
Ortaokulu,Turkey.Leadership in Education mean is work for common purpose for successful education
and Social Change can be with it.If our teacher and family work for our education we be sucessful and
our scial change be postive.If it becomes widespread every chil can be more succesful and we can be a
more good person.Everyones personality be more good.If education can be special for this
person,he/she can't boring and he/she like education and his/her social change be positive.If his/her
social change be positive earth can be more good.
34. A primary objective for schools is to prepare students to become effective leaders within their
communities for the improvement of society.
The most obvious way to push for productive change is for educational systems to use a direct student
leadership skill building program which will produce effective leaders.
Therefore, it is important for schools to develop lessons that will impact a student’s common sense as
well the ability to develop and articulate a leadership vision through the means of personal reflection.
Schools should consider more project-based peer evaluations as this adds a level of sophistication to
grading and forces students to confront each other during group projects while maintaining
accountability. This measure should enhance a student’s leadership and interpersonal skills.
Finally, leadership educators must begin to collaborate and create a “leadership educators” best
practices philosophy as leadership grows as an academic curriculum. All these elements will enhance
collegiate student leadership development. The process of developing students into productive citizens
that will produce positive societal change can be enhanced by intentional, strategic, and well-planned
leadership trainings. Alexandra E, LAM Lipova, Romania
35. LEADERSHIP DEFINITION The ability to create a clear vision, the ability to share the vision
with others and motivate them to follow it, the ability to provide the organizational structure, tools and
information that allow others to succeed in pursuing the vision and address the risks and conflicts that
appear during the pursuit of that vision.
• Maximizing the benefits of the new standards will require the existence of Leadership across the
organization.
SOCIAL CHANGE DEFINITION:
Social change is the phenomenon of the transition of a social system or a component of it from one
state to another, differsqualitatively and / or quantitatively.
Sociology approaches change at two levels:

- macrosocial (of the global society); microsocial (of certain subsystems or components of society).
IN CONCLUSION Leadership is important for:
• The role of guiding and motivating
his employees.
• The leader ensures that his team
has a continuous learning process
and communicates very clearly the
business strategy, so that each
employee understands the
direction in which the system they
belong to goes. Social change is important for:
• changing the field of information and perception of new information. Riana P, LAM Lipova, Romania

Dystopia Team

1. Essay about Leadership and Social Change in Education from a dystopian/pessimistic point of
view By Bianca O, LAM Lipova, Romania
Firstly, leadership in school is very important.
-I have found a website which says that:
“The School of Education, Civic Leadership & Social Change guides students in exploring and
engaging with interconnected political, educational, and socio-cultural systems in their environmental
and historical contexts. We provide opportunities for students to develop as leaders and change-makers
in their professions, as community members, and as global citizens.”
In my opinion, we must give students the right to develop a sense of leadership, there must be a change
in education, because some students do not have enough self-confidence to become leaders. We must
not discriminate against any student, we must support them, because in the future there will be no more
people to trust themselves, and humanity will not evolve.
In addition to this, if we don’t evolve,our society will fall like an old building,because we do not move
forward in education,entrepreneurship,leadership,knowledge and other subjects. We will have a crowd
of problems and we won’t solve them,because we won’t know how.
In conclusion, leadership and social change in education must be improved,because we will have a lot
of confidence problems,education issues,and more.

2. Dystopian perspective: In my vision, we live and work in a society characterized by an
unprecedented pace of change, an aspect conceptualized by analysts in the phrase "postmodern or post-
industrial society." Unfortunately for society and for citizens, the changes are not only positive.
Moreover, the meaning and intensity of the media coverage of particular cases suggest that the effects
are predominantly negative. Romanian society is currently facing the specter of the economic and
financial crisis which entails unemployment, inflation, declining incomes, the uncertainty of tomorrow
and feelings of uncertainty for most citizens.
THE WORLD IS CHANGED BY YOUR EXAMPLE NOT YOUR OPINION! Larisa V, LAM Lipova,
Romania
3. Education in dystopian view is to not evolve in any sense.
Firstly, education in future in a pessimistic way would be with a lot pressure on students,which
generates stress. Stress is destructive in every way and can affect student's motivation for learning and
school.
Secondly, bullying is a relationship problem that always requires a solution and significant changes. In
Romania there is a serious problem that in a dystopian future would not be solved. These behaviors
have the potential to generate discomfort in the relational dynamics of children.
In conclusion, the dystopian view in education would be a place where nobody feels good. Alexandra
B, LAM Lipova, Romania
4. Leadership and Social Change in Education: Dystopian Point of View
Leadership is a very hard to archive feature, and also a very important quality. Unfortunately, this
feature is getting lost pretty fast those days. Because of the stressful educational program, a lot of
students fall into mental illnesses like anxiety and also lose their confidence. That can easily affect their
leadership quality in a bad way.
I think everyone experienced the “online school” which affected the student's social skills. After 2 years
of talking in front of a camera, some students may experience difficulties in communication with other
people face to face. These barriers in communication will affect their school experience and will make
asking questions harder.
Finally, I want to say that I wrote this essay in the eyes of a student, and I know that everything I wrote
about is something that really happens in everyday life for some people. And even if those things are
hard to spot, we should at least try. Dalia P, LAM Lipova, Romania
5. Madalina Cericov Moldova I would see school like this in the future. if we talk about a school over
50 years old, there would be no teachers. they would be just robots that will teach students.I would see
school like this in the future. if we talk about a school over 50 years old, there would be no teachers.

they would be just robots that will teach students.
6.Adelyna Turcanu i see the future with robots because in America is an restaurant the chelneri are
robots. At the school will speek just about the war between ukraine and russia, The future will gona be
soo hard.
7. Leadership and Social Change in Education from a dystopian point of view Everyday life is a
reflection of education. This must be an important part of society. Still, education has its bad side.
There’s too much time spent on school, where students learn lots of useless things. For example, not
everyone has to know math at a high level.
A lot of students are stressed nowadays because of how much they have to learn for each subject daily.
Besides, they get a lot of homework and they get less time for themselves. This leads to a constant state
of tiredness and low energy. In this way, students give less attention to the lesson, and they learn even
harder.
In recent days, due to the coronavirus epidemic, students are studying at home. Sadly, most of the
homes do not have conditions for studying, as there are a lot of things that can possibly distract your
attention. In this way, the students will get poor results in school.
In conclusion, school education is boring and not many students are interested. Cristian L, LAM
Lipova, Romania
8. Essay about Leadership and Social Change in Education from a dystopian/pessimistic point of view
The future of education can be destructive in which we will have learned only useless things that in this
way we cannot be taught about things that help us change education for the better than to let it be
destroyed by people who think only of their benevolence.
Those who want or already do that are those who want people to be educated a little, to make it easier
to manipulate because a trained man would know all that was to be a leader would be aware of their
fraud.
In a future in which society is educated only very little, that society will be ruled by the most educated
because that person will know how he can manipulate the society into believing everything he wants,
even if it is not true.
So this future in which people believe all the rulers say, even if it is not the truth, is already present in
some countries, but to hope that in a few years it will be passed. Adeline Ane-Mari R, LAM Lipova,
Romania
9. Change in Education from a pessimistic point of view
From a negative point of view, changes in schools are not the most favorable in certain cultural
environments, especially when it comes to a radical change almost overnight. Hasty and unplanned

changes can have a bad effect on children, as they can lead to depression and many other personality
problems because they are not used to the idea of change.
The efeccts on children in Romania
For example, in Romania, the transition to the online environment was an unfavorable one, many of the
good students being lazy due to insufficient work and the difficulty to keep their focus on the teacher
from a place as comfortable as the bedroom.
The efects on teachers
Immediate changes in the way we work with children influence adults and teachers, especially those
who are used to working with the same system for many years, which can influence the quality of
teaching, so that the teacher learns together with students at a time.
Some conclusions
The importance of an dysotopian point of view. There are a lot of good parts to education change, and
unfortunately most of them focus only on the negatives, which often have a major impact on teachers
and students.
We need good leaders. That's why leaders should look at an idea several times before applying it. In
many countries, good leaders are very few, which is very sad.
The sad truth. People are thinking about how to make everything more profitable but not more
qualitative for others.
The truth is that if too many people excelled in certain fields, there would be no ordinary workers for
the hard work, which is not desired, so in many countries education is left in the last place. Estera D,
LAM Lipova, Romania
10. Understanding Leadership
Leadership is the accomplishment of a goal through the direction of human assistants. The man who
successfully marshals his human collaborators to achieve particular ends is a leader. A great leader is
one who can do so day after day, and year after year, in a wide variety of circumstances.Another may
find his main satisfactions in solving intellectual problems and never be led to discover how his love
for chess problems and mathematical puzzles can be applied to his business.
Attempts to analyze leadership tend to fail because the would-be analyst misconceives his task. He
usually does not study leadership at all. Instead he studies popularity, power, showmanship, or wisdom
in long-range planning. Some leaders have these things, but they are not of the essence of leadership.
Leadership is the accomplishment of a goal through the direction of human assistants. Larisa M, LAM
Lipova, Romania
11. LEADERSHIP AND SOCIAL CHANGE IN EDUCATION dystopian/pessimistic Point of view t is

an arguable truth that pop culture historically has been overlooked in academia. For better or worse, the
ideas, perspectives, and memes of mainstream America have been, until relatively recently, relegated to
a separate sphere from “high” culture—ivory tower literature, philosophy, and the like. From the
founding of the Popular Culture Association in the 1970s to the ever- growing Pop Culture and
Philosophy book series, the scholarly critique of popular culture and its reflection of/on society has
become a more widely accepted (or at the very least, more widely published) field of study. In that
vein, Heybach and Sheffield’s Dystopia & Education is a collection of essays that examines the plight
of modern-day public education through the lens of dystopian themes in literature, movies, and video
games. The authors of these essays come from a wide range of backgrounds, but converge on one
overarching theme: American schooling and education in the 21st century—and the young people
being subjected to it—are in trouble, trouble which has been predicted or mirrored to a disturbing
degree of accuracy in dystopian works of the last two centuries.
Dystopia & Education is broken up into the three sections listed in its subtitle: theory, praxis, and
policy, with the editors’ acknowledgment that any one cannot be separated from the others entirely; to
that end, many of the works present address a combination of the three themes. Whether intentionally
or not, these sections also appear in ascending order of readability and accessibility for the layperson
whose expertise may not include the philosophy of education.
One can optimistically assume that any individual teacher or school would have a reasonable idea of
what works and does not work for students—that is, what is helpful versus harmful in education. It is
when schools are dictated to by some indirectly involved “other,” such as government officials whose
expertise lies primarily in winning elections, that the ideals of education are warped into something
counterproductive and ultimately oppressive. “Policy,” the final section of Dystopia and Education is,
presumably, from whence the first inkling of the idea for a dystopian analysis of education came; after
all, the classic literary dystopian universes— 1984, Brave New World, The Handmaid's Tale—are all
defined by the total control (explicit or implicit) of the populace by an oppressive governmental
regime. What's more, it makes sense that an “education as dystopia” view would initially stem from
governmental policy, when the role of government is to (ostensibly) make life better for its
constituents. Dystopia in its original sense, and in the sense used by the editors and authors of Dystopia
and Education, is the result of a utopian ideal gone awry: the handmaids are oppressed and controlled
for their own safety; the totalitarian regime in V for Vendetta supposedly guarantees the United
Kingdom a nation without the threat of terrorism, since any possible threat (read: religious or social
minority) is strictly forbidden and carefully monitored.
In that vein, No Child Left Behind and Race to the Top ensure that no student will fall prey to the

variability and imperfection of an individual teacher's opinions or experiences by standardizing all
curriculum, lessons, and policies under the assumption that every child in America will eventually go to
college. The reality of this utopian vision for education is that students are taught to meet the arbitrary
standards of multiple choice tests, teachers are stripped away of any freedom in the classroom—
including the use of non-scripted, unscheduled “teachable moments”—so that more and more students
ultimately get left behind because of a one-size-fits-all approach to education. Such are the arguments
in Dystopia and Education. Bianca J, LAM Lipova, Romania
12. Social Change in Education from a dystopian point of view. Bullying is defined as hostile
behavior / exclusion and ridicule, humiliation. this could be a pessimistic reason for our education.
First of all, our education consists in the behavior with which we leave in the society where we meet a
lot of characters in different people, which makes us conform to the given situation. Second, the effects
of bullying on the child.
Bullying has negative effects on the health of the victim and her family, both in the short and long term.
For this phenomenon to be stopped, it is crucial that people really understand how traumatic bullying
can be: The effects of this phenomenon can be: Social isolation; Injuries produced on a physical level
and their effects on a mental level: blows, contusions, which contribute to a high level of stress;
anxiety; depression; Skin conditions, stomach and heart problems, which can be aggravated by stress
when a child is abused; A weakened immune system, ulcers and other conditions caused by anxiety and
stress; A feeling of shame.
Bullying is a real, widespread phenomenon that negatively affects both the victim and the abuser. That
is why it must not be tolerated in any way. Mihaela P, LAM Lipova, Romania
13. Leadership and Social Change in Education from a dystopian/pessimistic point of view
It is shown that there is a growing shortages of school leaders and a suggestion, but little evidence, of a
declining quality of candidates for school leadership positions. The reasons for this shortage can be
grouped under societal, system and school influences and include unrelenting change, increasing and
sometimes conflicting expectations, mandates and accountability, bureaucracy (especially excessive
paper work, the increase in intermediatory bodies and new approaches such as whole-of government),
budget cuts, an emphasis on administration rather than leadership, and a ‘conspiracy of busyness’, that
is the way time, space and communication patterns are structured.
These influences result in the job of school leader being seen by potential candidates as too demanding,
stressful, lonely, lacking support, and only for particular groups in society. One result of these
influences and perceptions of the role of school leader is a shortage as well as a possible declining
candidate quality, except perhaps for those schools in ‘non-challenging circumstances’. We need to be

very careful here that we are not ‘eating the seed corn- consuming our own future by frightening off the
brightest and best from leadership of our schools. Schools are seen as increasingly important
The society we have, including the identity and cohesion within that society and its understanding and
acceptance of other societies, is seen to be largely created in our schools. Schools are one of the few
remaining institutions to offer partnerships to families in socialisation and investment through learning.
School education helps people make sense of the changes as well as fostering sustainability, including
through lifelong learning. The creation, acquisition, communication and wise use of knowledge are of
particular importance. In brief, society’s most important investment is increasingly seen to be in the
education of its people - we suffer in the absence of good education: we prosper in its presence.
Not only are school leaders important but also they are generally seen to be taking on more and more
roles. Leithwood et al’s (2002) review of the empirical literature on effective leadership in accountable
school contexts identifies 121 school leadership practices. (See appendix 1) Competency lists for
school leader professional development programmes or school leader standards can be just as long.
These ever longer lists of practices, competencies or standards prompt a concern that school leaders are
not only being pulled in many different directions simultaneously but that they may be being asked to
do too much.
Countries, school systems and individual schools are experimenting with new approaches to
management that seek to run schools in ways that are right for the 21st century. Three broad approaches
to educational governance were identified, Old Public Administration, New Public Management and
Organisational Learning. This section of the paper sought to detail these approaches and a few of their
implications for school leaders. It has also to pointed out that inconsistencies within and between them
creates its own pressures on schools and their leaders. A speculative attempt to map some of the
implications of the different approaches to governance for the degree of involvement of school leaders
by area of a school’s operation can be found in Table 2. Following Glatter (2002), another way to tap
into the analysis is to detail the major emphasis of different leadership functions under each of the three
approaches to educational governance. Giovanna P, LAM Lipova, Romania
14. Social change in education . Dysotopian point of view The effects of these changes on teachers
Immediate changes in the way we work with children affect adults and teachers, especially those who
are accustomed to working with the same old system they have been working with for many years,
which can greatly influence the quality of teaching in a positive or negative way. Over night change &
the effects of these change on children in Romania
Changes in schools are not the best in some cultural environment, especially when it comes to a radical
change that happens almost overnight. Fast and unplanned changes can have a very negative effect on

children, as they can lead to depression or many other personality problems, and children are not used
to the idea of change.
For example, in Romania, the transition from regular school to online school was unfavorable, with
many good students becoming lazy due to insufficient work, distractions from home and the difficulty
of keeping the focus on the teacher for an hour from a place as comfortable as the bedroom. Andrei I,
LAM Lipova, Romania
15. Leadership and Social Change in Education. From a Dystopian p.o.v.
I belive that Leadership and social changes had happened in education past the years.
Recent research shows that: the leadership that makes a difference is both position based (principal)
and distributive (administrative team and teachers) but both are only indirectly related to student
outcomes; OL, or a collective teacher efficacy, is the important intervening variable between leadership
and teacher work and then student outcomes; leadership contributes to OL, which in turn influences
what happens in the core business of the school - the teaching and learning.
It influences the way students perceive teachers organise and conduct their instruction, and their
educational interactions with, and expectations for, their students;
The “trend towards decentralisation acknowledges that the dynamic for transformational change in
schools must come increasingly from within the school community.” (OECD, 2001b, p. 47) However,
we find that there are different degrees or models of decentralisation in different countries as well as for
different functions. A common approach has been to localise delivery while centralising mandated
standards. (OECD, 2001b) In “some countries, notably the United Kingdom and the United States,
contracting of educational services has become part of a movement to create a clearer division between
those who specify services and those who deliver them.” (OECD, 2001b, p. 21) In Korea the focus of
educational policy has been shifted from provider-oriented education to consumer and/or
learneroriented education and Austria is aiming to shift from ‘administration’ to ‘service’ and to orient
management more to outcomes. Alexandru S, LAM Lipova, Romania
16. Education and the retreat to modernity
Many schools were in a period of change, although until recently this was not so important. Most
countries have noticed the urgent need for modernization within schools only because of the pandemic
and the fact that children had to do classes online, which in many countries, such as Romania, has been
inaccessible for many children for a while. Proper coordination of children is yet another thing that is
completely lacking in many schools around the world. Many principals, teachers and counselors do not
do their duty out of love or passion, but out of the obligations of work, which is to the detriment of
children but also theirs. Teachers often get tired of doing their hard work and children get tired trying to

please teachers, so they give up. At the same time.At the same time, if the teachers are not strict and at
the same time do not give their interest, the children rebel and become unstoppable in telling their
opinion about what they think. What is ub sign of disrespect for them, which bothers them although
from the perspective of a child is quite true. So good coordination is a very necessary one in anytime
and any place. Nicholas H, LAM Lipova, Romania
17. Leadership and Social Change in Education from an distopian perspective
I believe that the leaders of our society will never have the ambition and interest to improve and change
our educational system. There should be less bullying in schools, more understanding from teachers to
their students and students who do not have the possibility to buy supplies should be taken care of.
Nevertheless,if our leaders will not take the responsibility to change things, our educational system and
our society will suffer. Ana A, LAM Lipova, Romania
18. LEADERSHIP AND SOCIAL CHANGE IN EDUCATION FROM A DYSTOPIAN POINT OF
VIEW
In a dystopian world, leadership and social change can be seen as a bad thing to society because of the
fact that people are used to being and living in a way that in time made them comfortable.
First of all, leaders can be bad influence for people if they use the leading ability in teaching bad things,
spreading false information and corrupting their minds.
Second of all, social change in education can make people uncomfortable of the things that are changed
because they can not find something familiar in which they are comfortable with. It is also very
important what things are being told from teachers to students, the way they are doing it etc. This can
be very important later in life.
In conclusion, leadership and social change in education can be a bad thing if the changing doesn’t take
part in the information given, the way of teaching and so on. Anca B, LAM Lipova, Romania
19. Dystopian fiction is evolving in one of the most interesting literary genres for youth, Education in
"Divergent" constitutes a domain of society which directly affects cities. This article focuses on the role
and aspects of education and portrays some representations of the educational system in force in
"Divergent", making possible associations with our social and educational worlds. In this dystopian
society, the concept and institution of education has a very different role from the one we would
imagine in another more friendly and warless society. Mihaela M, LAM Lipova, Romania
20. A digital essay about Leadership and Social Change in Education from an distopian/pessimistic
point of view
It is almost universally agreed that education is hugely important. But we are not particularly sure what
we want from it. Our large commitment to there being good schools ironically has not been matched by

concern about what they are for.
The aim of education is to prepare students for adult life. So the role of schools should be thought
through only after we have identified the challenges of adult life. If school is essentially conceived as a
training, we need to explain what it is training for. What are the relevant difficulties and challenges that
we need to be equipped to deal with?
There are two fundamental tasks education should help us with: working and sustaining good
relationships.
These goals are generally acknowledged, but in a hazy and distant way. We hear that studying literature
might help the imagination or that knowing some history will make us more capable of understanding
current societies. But these pieties don’t generally rise above the level of generalisations – and are not
explored with thoroughness in the actual curriculum. We do not assess courses and classes as we should
– according to the help they really do provide in the task of being a good adult.
If we work backwards from life, it is clear that schools fail all but a tiny portion of their students. This
is a generic problem, as much in evidence in posh, highly academic private schools as in more
deprived, government-run ones. Trouble around work and relationships remains very widespread
indeed. Human ingenuity, energy, goodwill and talent is still being lost on an industrial scale.
To get more ambitious about education doesn’t necessarily mean spending more money, building more
schools, employing more teachers, or making exams more difficult. Rather, it should chiefly mean
focusing more clearly on the real purpose of education. Rahela G, LAM Lipova, Romania
21. It is almost universally agreed that education is hugely important . But we arenot particularly sure
what we wantfrom it . Our large commitment to there being good schools ironically has not been
matched by concern about what they are for.
The aim of education is to prepare students for adult life . So the role of schools should be thought only
after we have identified the challenges of adult life . If school is essentially conceived as a training , we
need to explain what it is training for. In a utopian future , the education we receive will prepare us for
different challenges of life ,we will learn things that will be useful to us at different times of our lives .
We must be taught how to lead a team , how to become leaders and become leaders.
In the future , we will learn how to communicate and conduct ourselves in a meeting or interview .
What we learn will help us to change our educational society.. Naomi R, LAM Lipova, Romania
22. ANĐELA
23. Leadership and Social Change in Education from a dystopian point of view Under the
circumstances, it is not surprising that our school system is designed to sort children out and leave
many uneducated. To legitimize the way our society is organized, its schools teach competitive

behavior and social inequality as if they were fundamental laws of nature. Just as with the economy,
some are rewarded in school, others are punished, and both groups are taught that rewards and
punishment are the result of their own efforts. Andreea B, LAM Lipova, Romania
24. WHAT LEADERSHIP MEANS: The ability to create a clear vision, the ability to share the
vision with others and motivate them to follow it, the ability to provide the organizational structure,
tools and information that allow others to succeed in pursuing the vision and address the risks and
conflicts that appear during the pursuit of that vision.
WHAT SOCIAL CHANGE MEANS: THEY CAN BE NEGATIVE WHEN:
• At the same time, social change has disadvantages. In education this is often the case. The negative
aspects come from different ideas. If a school principal had any ideas, he might not agree with the
future one. That is why single leaders are elected several times. In order for there to be no social
change. • THESE ARE THE REASONS WHY THEY ARE CONSIDERED NEGATIVE When the
rules are the basis. Leadership is based on rules. There are times when people do not agree. In this case,
democracy intervenes. In schools, when teachers want to solve a problem, they propose the ideas of the
electorate to the vote. But there are also people who do not take into account the opinions of others.
This make leadership negative. Riana P, LAM Lipova, Romania