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Top 8 Reasons Why Education is the Key to Success

Updated: May 22, 2024

Published: April 19, 2019

You may have heard the saying that education is the key to success, but it’s really true. In fact, there are eight solid reasons to believe that pursuing education beyond your high school degree in the 21st century will make you more attractive to potential employers and ultimately become more successful.

1. Education gives you the skills that companies are looking for

As you progress through a college degree, you’ll learn how to manage your time; how to juggle several tasks at the same time, how to interact with all kinds of people, and new skills that companies are looking for now. At the University of the People (UoPeople), for example, faculty come from all over the globe and are prepared to teach those cutting-edge skills that companies are seeking as they look for new hires who will carry their businesses forward through the 21st century. In short, a real education today means that the institution offering a program of study provides skills that can be applied immediately once the student graduates and becomes part of the workforce

2. You’ll form networks and meet new people

Attending college isn’t just about completing courses and meeting other students. A successful, viable institution of higher learning has partners, affiliates, alumni, and other entities that can become a part of your professional network once you join a university community. Nowadays, when you pursue your education, most universities will show you how to become part of an  online community where you have plenty of opportunities to engage with other students, thinkers, degree-seekers, and problem-solvers like yourself.

As you proceed, you’ll gain a clearer sense of your own ideas and values. And when you’re finished with school, you’ll find that businesses in today’s global society are looking for people who know how to be a part of an online community and can communicate the company brand to their clients.

3. You’ll keep up with changing technologies

When you enroll in an academic program offered by University of the People or another accredited university, you engage in learning while using technologies that hiring companies are looking for. You gain valuable digital experience, allowing your education to provide you with the key to success.

4. You’ll define your career interests.

When you pursue an education in a particular degree, you’ll find that you’ll learn more about your professional interests, what you plan to do with your degree, and what the career options are. For instance, your choice of higher education provides you with resources, contacts, networks, and many other influences that allow you to explore the details of your career choice. You’ll have a much clearer notion of what you want to do, what you are capable of doing, and how to get a actually get a job in your field after completing your education.

5. You’ll develop time management skills.

Even if you are pursuing an education full-time, you may still need to work and manage the household budget, along with many other challenges. In short, because life requires that we wear many hats even under the best of circumstances, the process of getting an education automatically makes you focus on honing those coveted time management skills one of the sure-fire keys to success desired by top hiring companies all over the world.

6. You won’t be left out

Up until the first half of the 20th century, societies across the globe were vastly more rural and much less interconnected. Many people only received a minimal education without pursuing a high school degree. Today, times have changed. Digital technologies dominate virtually every aspect of our lives, making it essential to have the basic high school requirements for working with various technologies, communicating with written and verbal skills, and reaching out to others around the globe. However, a high school degree these days is just the minimum you need to consider entering the workforce in most instances. In fact, between 2019 and 2029, most of the jobs available will require a bachelor’s degree .

For all these reasons, acquiring education beyond the high school level is the key to success. We live in an ever-connected society where opportunities and expectations for knowledge and performance increase every day. And that’s why you don’t want to be left behind when there are real resources available to help you succeed. University of the People understands these growing needs and opportunities, and that’s why it makes learning tuition-free and accessible.

To go back to school through a completely online program offered by a US-accredited institution, check out the University of the People’s academic programs ! University of the People offers associate, bachelor, and master’s programs, all of which are online and tuition-free. When it comes to receiving a quality education without the huge price tag, University of the People is for people like you!

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Why Is Education The Key To Success?

Education opens up the world. It is the key to being able to live a happy, healthy, and prosperous life.

Education opens up the world. It is the key to being able to live a happy, healthy, and prosperous life. Education equips us with the skills needed for success in today's world. It allows us to be prepared for what is to come. Education provides you with the opportunity to learn and grow as an individual. Today, an education is not just a means to a job. It's the vehicle that will help you shape your career and grow as an individual. There are many benefits to educational opportunities, ones that we can't afford to miss out on. A solid education will help better equip you for any challenges you may face in life. It is now proven that the investment in education is seen as a way to promote personal and professional growth. The investment in education will be seen as one of the best investments that can be made in life. “Education is the most powerful weapon which you can use to change the world” - Nelson Mandela Education is a process that is vital to our personal and national development. It is through education that we are able to change and alter the world in which we live in. It is through education that we are able to continuously grow and learn, and even change the world. Knowledge is power, and the right kind of knowledge enables us to make informed decisions. Education is one of the most valuable things in this world. It serves to unite us, strengthen us, and help us learn why we are different from one another. Education has played a major role in all our lives, and it continues to do so. Education has the power to change people's lives. The knowledge that is gained can be used to shape your future and educate generations to come. It is the key that unlocks the door of opportunity. Education has always been an important factor in society, and it serves to unite and strengthens our country.

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What was education like in ancient Athens?

How does social class affect education attainment, when did education become compulsory, what are alternative forms of education, do school vouchers offer students access to better education.

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What does education mean?

Education refers to the discipline that is concerned with methods of teaching and learning in schools or school-like environments, as opposed to various nonformal and informal means of socialization .

Beginning approximately at the end of the 7th or during the 6th century, Athens became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers. The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.

Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide. Long-term trends suggest that as societies industrialize and modernize, social class becomes increasingly important in determining educational outcomes and occupational attainment.

While education is not compulsory in practice everywhere in the world, the right of individuals to an educational program that respects their personality, talents, abilities, and cultural heritage has been upheld in various international agreements, including the Universal Declaration of Human Rights of 1948; the Declaration of the Rights of the Child of 1959; and the International Covenant on Economic, Social and Cultural Rights of 1966.

Alternative forms of education have developed since the late 20th century, such as distance learning , homeschooling , and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

School vouchers have been a hotly debated topic in the United States. Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates. Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement. Learn more at ProCon.org.

Should corporal punishment be used in elementary education settings?

Whether corporal punishment should be used in elementary education settings is widely debated. Some say it is the appropriate discipline for certain children when used in moderation because it sets clear boundaries and motivates children to behave in school. Others say can inflict long-lasting physical and mental harm on students while creating an unsafe and violent school environment. For more on the corporal punishment debate, visit ProCon.org .

Should dress codes be implemented and enforced in education settings?

Whether dress codes should be implemented and enforced in education settings is hotly debated. Some argue dress codes enforce decorum and a serious, professional atmosphere conducive to success, as well as promote safety. Others argue dress codes reinforce racist standards of beauty and dress and are are seldom uniformly mandated, often discriminating against women and marginalized groups. For more on the dress code debate, visit ProCon.org .

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education , discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).

(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)

Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture . Education is designed to guide them in learning a culture , molding their behaviour in the ways of adulthood , and directing them toward their eventual role in society. In the most primitive cultures , there is often little formal learning—little of what one would ordinarily call school or classes or teachers . Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.

As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.

This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching ; pedagogy ; and teacher education . For a description of education in various specialized fields, see historiography ; legal education ; medical education ; science, history of . For an analysis of educational philosophy , see education, philosophy of . For an examination of some of the more important aids in education and the dissemination of knowledge, see dictionary ; encyclopaedia ; library ; museum ; printing ; publishing, history of . Some restrictions on educational freedom are discussed in censorship . For an analysis of pupil attributes, see intelligence, human ; learning theory ; psychological testing .

Education in primitive and early civilized cultures

The term education can be applied to primitive cultures only in the sense of enculturation , which is the process of cultural transmission. A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation. As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.

The purpose of primitive education is thus to guide children to becoming good members of their tribe or band. There is a marked emphasis upon training for citizenship , because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures. Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy , identification, and imitation . Primitive children, before reaching puberty, learn by doing and observing basic technical practices. Their teachers are not strangers but rather their immediate community .

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans. The initiation may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his family and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion, myths , philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge constituting the initiation curriculum as most essential to their tribal membership. Within this essential curriculum, religious instruction takes the most prominent place.

What Is Education? Insights from the World's Greatest Minds

Forty thought-provoking quotes about education..

Posted May 12, 2014 | Reviewed by Ekua Hagan

As we seek to refine and reform today’s system of education , we would do well to ask, “What is education?” Our answers may provide insights that get to the heart of what matters for 21st century children and adults alike.

It is important to step back from divisive debates on grades, standardized testing, and teacher evaluation—and really look at the meaning of education. So I decided to do just that—to research the answer to this straightforward, yet complex question.

Looking for wisdom from some of the greatest philosophers, poets, educators, historians, theologians, politicians, and world leaders, I found answers that should not only exist in our history books, but also remain at the core of current education dialogue.

In my work as a developmental psychologist, I constantly struggle to balance the goals of formal education with the goals of raising healthy, happy children who grow to become contributing members of families and society. Along with academic skills, the educational journey from kindergarten through college is a time when young people develop many interconnected abilities.

As you read through the following quotes, you’ll discover common threads that unite the intellectual, social, emotional, and physical aspects of education. For me, good education facilitates the development of an internal compass that guides us through life.

Which quotes resonate most with you? What images of education come to your mind? How can we best integrate the wisdom of the ages to address today’s most pressing education challenges?

If you are a middle or high school teacher, I invite you to have your students write an essay entitled, “What is Education?” After reviewing the famous quotes below and the images they evoke, ask students to develop their very own quote that answers this question. With their unique quote highlighted at the top of their essay, ask them to write about what helps or hinders them from getting the kind of education they seek. I’d love to publish some student quotes, essays, and images in future articles, so please contact me if students are willing to share!

What Is Education? Answers from 5th Century BC to the 21 st Century

• The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. — Jean Piaget, 1896-1980, Swiss developmental psychologist, philosopher
• An education isn't how much you have committed to memory , or even how much you know. It's being able to differentiate between what you know and what you don't. — Anatole France, 1844-1924, French poet, novelist
• Education is the most powerful weapon which you can use to change the world. — Nelson Mandela, 1918-2013, South African President, philanthropist
• The object of education is to teach us to love beauty. — Plato, 424-348 BC, philosopher mathematician
• The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education — Martin Luther King, Jr., 1929-1968, pastor, activist, humanitarian
• Education is what remains after one has forgotten what one has learned in school. Albert Einstein, 1879-1955, physicist
• It is the mark of an educated mind to be able to entertain a thought without accepting it. — Aristotle, 384-322 BC, Greek philosopher, scientist
• Education is the power to think clearly, the power to act well in the world’s work, and the power to appreciate life. — Brigham Young, 1801-1877, religious leader
• Real education should educate us out of self into something far finer – into a selflessness which links us with all humanity. — Nancy Astor, 1879-1964, American-born English politician and socialite
• Education is not the filling of a pail, but the lighting of a fire. — William Butler Yeats, 1865-1939, Irish poet
• Education is freedom . — Paulo Freire, 1921-1997, Brazilian educator, philosopher
• Education is not preparation for life; education is life itself. — John Dewey, 1859-1952, philosopher, psychologist, education reformer
• Education is the key to unlock the golden door of freedom. — George Washington Carver, 1864-1943, scientist, botanist, educator
• Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. — Oscar Wilde, 1854-1900, Irish writer, poet
• The whole purpose of education is to turn mirrors into windows. — Sydney J. Harris, 1917-1986, journalist
• Education's purpose is to replace an empty mind with an open one. — Malcolm Forbes, 1919-1990, publisher, politician
• No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. — Emma Goldman, 1869 – 1940, political activist, writer
• Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants. — John W. Gardner, 1912-2002, Secretary of Health, Education, and Welfare under President Lyndon Johnson
• Education is simply the soul of a society as it passes from one generation to another. — Gilbert K. Chesterton, 1874-1936, English writer, theologian, poet, philosopher
• Education is the movement from darkness to light. — Allan Bloom, 1930-1992, philosopher, classicist, and academician
• Education is learning what you didn't even know you didn't know. -- Daniel J. Boorstin, 1914-2004, historian, professor, attorney
• The aim of education is the knowledge, not of facts, but of values. — William S. Burroughs, 1914-1997, novelist, essayist, painter
• The object of education is to prepare the young to educate themselves throughout their lives. -- Robert M. Hutchins, 1899-1977, educational philosopher
• Education is all a matter of building bridges. — Ralph Ellison, 1914-1994, novelist, literary critic, scholar
• What sculpture is to a block of marble, education is to the soul. — Joseph Addison, 1672-1719, English essayist, poet, playwright, politician
• Education is the passport to the future, for tomorrow belongs to those who prepare for it today. — Malcolm X, 1925-1965, minister and human rights activist
• Education is the key to success in life, and teachers make a lasting impact in the lives of their students. — Solomon Ortiz, 1937-, former U.S. Representative-TX
• The very spring and root of honesty and virtue lie in good education. — Plutarch, 46-120AD, Greek historian, biographer, essayist
• Education is a shared commitment between dedicated teachers, motivated students and enthusiastic parents with high expectations. — Bob Beauprez, 1948-, former member of U.S. House of Representatives-CO
• The most influential of all educational factors is the conversation in a child’s home. — William Temple, 1881-1944, English bishop, teacher
• Education is the leading of human souls to what is best, and making what is best out of them. — John Ruskin, 1819-1900, English writer, art critic, philanthropist
• Education levels the playing field, allowing everyone to compete. — Joyce Meyer, 1943-, Christian author and speaker
• Education is what survives when what has been learned has been forgotten. — B.F. Skinner , 1904-1990, psychologist, behaviorist, social philosopher
• The great end of education is to discipline rather than to furnish the mind; to train it to the use of its own powers rather than to fill it with the accumulation of others. — Tyron Edwards, 1809-1894, theologian
• Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength of the nation. — John F. Kennedy, 1917-1963, 35 th President of the United States
• Education is like a lantern which lights your way in a dark alley. — Zayed bin Sultan Al Nahyan, 1918-2004, President of the United Arab Emirates for 33 years
• When educating the minds of our youth, we must not forget to educate their hearts. — Dalai Lama, spiritual head of Tibetan Buddhism
• Education is the ability to listen to almost anything without losing your temper or self-confidence . — Robert Frost, 1874-1963, poet
• The secret in education lies in respecting the student. — Ralph Waldo Emerson, 1803-1882, essayist, lecturer, and poet
• My mother said I must always be intolerant of ignorance, but understanding of illiteracy. That some people, unable to go to school, were more educated and more intelligent than college professors. — Maya Angelou, 1928-, author, poet

©2014 Marilyn Price-Mitchell. All rights reserved. Please contact for permission to reprint.

Marilyn Price-Mitchell, Ph.D., is an Institute for Social Innovation Fellow at Fielding Graduate University and author of Tomorrow’s Change Makers.

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The World Bank Group is the largest financier of education in the developing world, working in 94 countries and committed to helping them reach SDG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion.

For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a  9% increase in hourly earnings for every extra year of schooling . For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.  Education is further a powerful catalyst to climate action through widespread behavior change and skilling for green transitions.

Developing countries have made tremendous progress in getting children into the classroom and more children worldwide are now in school. But learning is not guaranteed, as the  2018 World Development Report  (WDR) stressed.

Making smart and effective investments in people’s education is critical for developing the human capital that will end extreme poverty. At the core of this strategy is the need to tackle the learning crisis, put an end to  Learning Poverty , and help youth acquire the advanced cognitive, socioemotional, technical and digital skills they need to succeed in today’s world. 

In low- and middle-income countries, the share of children living in  Learning Poverty  (that is, the proportion of 10-year-old children that are unable to read and understand a short age-appropriate text) increased from 57% before the pandemic to an estimated  70%  in 2022.

However, learning is in crisis. More than 70 million more people were pushed into poverty during the COVID pandemic, a billion children lost a year of school , and three years later the learning losses suffered have not been recouped .  If a child cannot read with comprehension by age 10, they are unlikely to become fluent readers. They will fail to thrive later in school and will be unable to power their careers and economies once they leave school.

The effects of the pandemic are expected to be long-lasting. Analysis has already revealed deep losses, with international reading scores declining from 2016 to 2021 by more than a year of schooling.  These losses may translate to a 0.68 percentage point in global GDP growth.  The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of  US$21 trillion in lifetime earnings  in present value or the equivalent of 17% of today’s global GDP – a sharp rise from the 2021 estimate of a US$17 trillion loss. 

Action is urgently needed now – business as usual will not suffice to heal the scars of the pandemic and will not accelerate progress enough to meet the ambitions of SDG 4. We are urging governments to implement ambitious and aggressive Learning Acceleration Programs to get children back to school, recover lost learning, and advance progress by building better, more equitable and resilient education systems.

Last Updated: Mar 25, 2024

The World Bank’s global education strategy is centered on ensuring learning happens – for everyone, everywhere. Our vision is to ensure that everyone can achieve her or his full potential with access to a quality education and lifelong learning. To reach this, we are helping countries build foundational skills like literacy, numeracy, and socioemotional skills – the building blocks for all other learning. From early childhood to tertiary education and beyond – we help children and youth acquire the skills they need to thrive in school, the labor market and throughout their lives.

Investing in the world’s most precious resource – people – is paramount to ending poverty on a livable planet.  Our experience across more than 100 countries bears out this robust connection between human capital, quality of life, and economic growth: when countries strategically invest in people and the systems designed to protect and build human capital at scale, they unlock the wealth of nations and the potential of everyone.

Building on this, the World Bank supports resilient, equitable, and inclusive education systems that ensure learning happens for everyone. We do this by generating and disseminating evidence, ensuring alignment with policymaking processes, and bridging the gap between research and practice.

The World Bank is the largest source of external financing for education in developing countries, with a portfolio of about $26 billion in 94 countries including IBRD, IDA and Recipient-Executed Trust Funds. IDA operations comprise 62% of the education portfolio.

The investment in FCV settings has increased dramatically and now accounts for 26% of our portfolio.

World Bank projects reach at least 425 million students -one-third of students in low- and middle-income countries.

The World Bank’s Approach to Education

Five interrelated pillars of a well-functioning education system underpin the World Bank’s education policy approach:

• Learners are prepared and motivated to learn;
• Teachers are prepared, skilled, and motivated to facilitate learning and skills acquisition;
• Learning resources (including education technology) are available, relevant, and used to improve teaching and learning;
• Schools are safe and inclusive; and
• Education Systems are well-managed, with good implementation capacity and adequate financing.

The Bank is already helping governments design and implement cost-effective programs and tools to build these pillars.

Our Principles:

• We pursue systemic reform supported by political commitment to learning for all children. 
• We focus on equity and inclusion through a progressive path toward achieving universal access to quality education, including children and young adults in fragile or conflict affected areas , those in marginalized and rural communities,  girls and women , displaced populations,  students with disabilities , and other vulnerable groups.
• We focus on results and use evidence to keep improving policy by using metrics to guide improvements.   
• We want to ensure financial commitment commensurate with what is needed to provide basic services to all. 
• We invest wisely in technology so that education systems embrace and learn to harness technology to support their learning objectives.   

Laying the groundwork for the future

Country challenges vary, but there is a menu of options to build forward better, more resilient, and equitable education systems.

Countries are facing an education crisis that requires a two-pronged approach: first, supporting actions to recover lost time through remedial and accelerated learning; and, second, building on these investments for a more equitable, resilient, and effective system.

Recovering from the learning crisis must be a political priority, backed with adequate financing and the resolve to implement needed reforms.  Domestic financing for education over the last two years has not kept pace with the need to recover and accelerate learning. Across low- and lower-middle-income countries, the  average share of education in government budgets fell during the pandemic , and in 2022 it remained below 2019 levels.

The best chance for a better future is to invest in education and make sure each dollar is put toward improving learning.  In a time of fiscal pressure, protecting spending that yields long-run gains – like spending on education – will maximize impact.  We still need more and better funding for education.  Closing the learning gap will require increasing the level, efficiency, and equity of education spending—spending smarter is an imperative.

• Education technology  can be a powerful tool to implement these actions by supporting teachers, children, principals, and parents; expanding accessible digital learning platforms, including radio/ TV / Online learning resources; and using data to identify and help at-risk children, personalize learning, and improve service delivery.

Looking ahead

We must seize this opportunity  to reimagine education in bold ways. Together, we can build forward better more equitable, effective, and resilient education systems for the world’s children and youth.

Accelerating Improvements

Supporting countries in establishing time-bound learning targets and a focused education investment plan, outlining actions and investments geared to achieve these goals.

Launched in 2020, the  Accelerator Program  works with a set of countries to channel investments in education and to learn from each other. The program coordinates efforts across partners to ensure that the countries in the program show improvements in foundational skills at scale over the next three to five years. These investment plans build on the collective work of multiple partners, and leverage the latest evidence on what works, and how best to plan for implementation.  Countries such as Brazil (the state of Ceará) and Kenya have achieved dramatic reductions in learning poverty over the past decade at scale, providing useful lessons, even as they seek to build on their successes and address remaining and new challenges.  

Universalizing Foundational Literacy

Readying children for the future by supporting acquisition of foundational skills – which are the gateway to other skills and subjects.

The  Literacy Policy Package (LPP)   consists of interventions focused specifically on promoting acquisition of reading proficiency in primary school. These include assuring political and technical commitment to making all children literate; ensuring effective literacy instruction by supporting teachers; providing quality, age-appropriate books; teaching children first in the language they speak and understand best; and fostering children’s oral language abilities and love of books and reading.

Advancing skills through TVET and Tertiary

Ensuring that individuals have access to quality education and training opportunities and supporting links to employment.

Tertiary education and skills systems are a driver of major development agendas, including human capital, climate change, youth and women’s empowerment, and jobs and economic transformation. A comprehensive skill set to succeed in the 21st century labor market consists of foundational and higher order skills, socio-emotional skills, specialized skills, and digital skills. Yet most countries continue to struggle in delivering on the promise of skills development. 

The World Bank is supporting countries through efforts that address key challenges including improving access and completion, adaptability, quality, relevance, and efficiency of skills development programs. Our approach is via multiple channels including projects, global goods, as well as the Tertiary Education and Skills Program . Our recent reports including Building Better Formal TVET Systems and STEERing Tertiary Education provide a way forward for how to improve these critical systems.

Addressing Climate Change

Mainstreaming climate education and investing in green skills, research and innovation, and green infrastructure to spur climate action and foster better preparedness and resilience to climate shocks.

Our approach recognizes that education is critical for achieving effective, sustained climate action. At the same time, climate change is adversely impacting education outcomes. Investments in education can play a huge role in building climate resilience and advancing climate mitigation and adaptation. Climate change education gives young people greater awareness of climate risks and more access to tools and solutions for addressing these risks and managing related shocks. Technical and vocational education and training can also accelerate a green economic transformation by fostering green skills and innovation. Greening education infrastructure can help mitigate the impact of heat, pollution, and extreme weather on learning, while helping address climate change. 

Examples of this work are projects in Nigeria (life skills training for adolescent girls), Vietnam (fostering relevant scientific research) , and Bangladesh (constructing and retrofitting schools to serve as cyclone shelters).

Strengthening Measurement Systems

Enabling countries to gather and evaluate information on learning and its drivers more efficiently and effectively.

The World Bank supports initiatives to help countries effectively build and strengthen their measurement systems to facilitate evidence-based decision-making. Examples of this work include:

(1) The  Global Education Policy Dashboard (GEPD) : This tool offers a strong basis for identifying priorities for investment and policy reforms that are suited to each country context by focusing on the three dimensions of practices, policies, and politics.

• Highlights gaps between what the evidence suggests is effective in promoting learning and what is happening in practice in each system; and
• Allows governments to track progress as they act to close the gaps.

The GEPD has been implemented in 13 education systems already – Peru, Rwanda, Jordan, Ethiopia, Madagascar, Mozambique, Islamabad, Khyber Pakhtunkhwa, Sierra Leone, Niger, Gabon, Jordan and Chad – with more expected by the end of 2024.

(2)  Learning Assessment Platform (LeAP) : LeAP is a one-stop shop for knowledge, capacity-building tools, support for policy dialogue, and technical staff expertise to support student achievement measurement and national assessments for better learning.

Supporting Successful Teachers

Helping systems develop the right selection, incentives, and support to the professional development of teachers.

Currently, the World Bank Education Global Practice has over 160 active projects supporting over 18 million teachers worldwide, about a third of the teacher population in low- and middle-income countries. In 12 countries alone, these projects cover 16 million teachers, including all primary school teachers in Ethiopia and Turkey, and over 80% in Bangladesh, Pakistan, and Vietnam.

A World Bank-developed classroom observation tool, Teach, was designed to capture the quality of teaching in low- and middle-income countries. It is now 3.6 million students.

While Teach helps identify patterns in teacher performance, Coach leverages these insights to support teachers to improve their teaching practice through hands-on in-service teacher professional development (TPD).

Our recent report on Making Teacher Policy Work proposes a practical framework to uncover the black box of effective teacher policy and discusses the factors that enable their scalability and sustainability.

 Supporting Education Finance Systems

Strengthening country financing systems to mobilize resources for education and make better use of their investments in education.

Our approach is to bring together multi-sectoral expertise to engage with ministries of education and finance and other stakeholders to develop and implement effective and efficient public financial management systems; build capacity to monitor and evaluate education spending, identify financing bottlenecks, and develop interventions to strengthen financing systems; build the evidence base on global spending patterns and the magnitude and causes of spending inefficiencies; and develop diagnostic tools as public goods to support country efforts.

Working in Fragile, Conflict, and Violent (FCV) Contexts

The massive and growing global challenge of having so many children living in conflict and violent situations requires a response at the same scale and scope. Our education engagement in the Fragility, Conflict and Violence (FCV) context, which stands at US$5.35 billion, has grown rapidly in recent years, reflecting the ever-increasing importance of the FCV agenda in education. Indeed, these projects now account for more than 25% of the World Bank education portfolio.

Education is crucial to minimizing the effects of fragility and displacement on the welfare of youth and children in the short-term and preventing the emergence of violent conflict in the long-term. 

Support to Countries Throughout the Education Cycle

Our support to countries covers the entire learning cycle, to help shape resilient, equitable, and inclusive education systems that ensure learning happens for everyone. 

The ongoing  Supporting  Egypt  Education Reform project , 2018-2025, supports transformational reforms of the Egyptian education system, by improving teaching and learning conditions in public schools. The World Bank has invested $500 million in the project focused on increasing access to quality kindergarten, enhancing the capacity of teachers and education leaders, developing a reliable student assessment system, and introducing the use of modern technology for teaching and learning. Specifically, the share of Egyptian 10-year-old students, who could read and comprehend at the global minimum proficiency level, increased to 45 percent in 2021.

In  Nigeria , the $75 million  Edo  Basic Education Sector and Skills Transformation (EdoBESST)  project, running from 2020-2024, is focused on improving teaching and learning in basic education. Under the project, which covers 97 percent of schools in the state, there is a strong focus on incorporating digital technologies for teachers. They were equipped with handheld tablets with structured lesson plans for their classes. Their coaches use classroom observation tools to provide individualized feedback. Teacher absence has reduced drastically because of the initiative. Over 16,000 teachers were trained through the project, and the introduction of technology has also benefited students.

Through the $235 million  School Sector Development Program  in  Nepal  (2017-2022), the number of children staying in school until Grade 12 nearly tripled, and the number of out-of-school children fell by almost seven percent. During the pandemic, innovative approaches were needed to continue education. Mobile phone penetration is high in the country. More than four in five households in Nepal have mobile phones. The project supported an educational service that made it possible for children with phones to connect to local radio that broadcast learning programs.

From 2017-2023, the $50 million  Strengthening of State Universities  in  Chile  project has made strides to improve quality and equity at state universities. The project helped reduce dropout: the third-year dropout rate fell by almost 10 percent from 2018-2022, keeping more students in school.

The World Bank’s first  Program-for-Results financing in education  was through a $202 million project in  Tanzania , that ran from 2013-2021. The project linked funding to results and aimed to improve education quality. It helped build capacity, and enhanced effectiveness and efficiency in the education sector. Through the project, learning outcomes significantly improved alongside an unprecedented expansion of access to education for children in Tanzania. From 2013-2019, an additional 1.8 million students enrolled in primary schools. In 2019, the average reading speed for Grade 2 students rose to 22.3 words per minute, up from 17.3 in 2017. The project laid the foundation for the ongoing $500 million  BOOST project , which supports over 12 million children to enroll early, develop strong foundational skills, and complete a quality education.

The $40 million  Cambodia  Secondary Education Improvement project , which ran from 2017-2022, focused on strengthening school-based management, upgrading teacher qualifications, and building classrooms in Cambodia, to improve learning outcomes, and reduce student dropout at the secondary school level. The project has directly benefited almost 70,000 students in 100 target schools, and approximately 2,000 teachers and 600 school administrators received training.

The World Bank is co-financing the $152.80 million  Yemen  Restoring Education and Learning Emergency project , running from 2020-2024, which is implemented through UNICEF, WFP, and Save the Children. It is helping to maintain access to basic education for many students, improve learning conditions in schools, and is working to strengthen overall education sector capacity. In the time of crisis, the project is supporting teacher payments and teacher training, school meals, school infrastructure development, and the distribution of learning materials and school supplies. To date, almost 600,000 students have benefited from these interventions.

The $87 million  Providing an Education of Quality in  Haiti  project supported approximately 380 schools in the Southern region of Haiti from 2016-2023. Despite a highly challenging context of political instability and recurrent natural disasters, the project successfully supported access to education for students. The project provided textbooks, fresh meals, and teacher training support to 70,000 students, 3,000 teachers, and 300 school directors. It gave tuition waivers to 35,000 students in 118 non-public schools. The project also repaired 19 national schools damaged by the 2021 earthquake, which gave 5,500 students safe access to their schools again.

In 2013, just 5% of the poorest households in  Uzbekistan  had children enrolled in preschools. Thanks to the  Improving Pre-Primary and General Secondary Education Project , by July 2019, around 100,000 children will have benefitted from the half-day program in 2,420 rural kindergartens, comprising around 49% of all preschool educational institutions, or over 90% of rural kindergartens in the country.

In addition to working closely with governments in our client countries, the World Bank also works at the global, regional, and local levels with a range of technical partners, including foundations, non-profit organizations, bilaterals, and other multilateral organizations. Some examples of our most recent global partnerships include:

UNICEF, UNESCO, FCDO, USAID, Bill & Melinda Gates Foundation:  Coalition for Foundational Learning

The World Bank is working closely with UNICEF, UNESCO, FCDO, USAID, and the Bill & Melinda Gates Foundation as the  Coalition for Foundational Learning  to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the  Commitment to Action on Foundational Learning , a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

Australian Aid, Bernard van Leer Foundation, Bill & Melinda Gates Foundation, Canada, Echida Giving, FCDO, German Cooperation, William & Flora Hewlett Foundation, Conrad Hilton Foundation, LEGO Foundation, Porticus, USAID: Early Learning Partnership

The Early Learning Partnership (ELP) is a multi-donor trust fund, housed at the World Bank.  ELP leverages World Bank strengths—a global presence, access to policymakers and strong technical analysis—to improve early learning opportunities and outcomes for young children around the world.

We help World Bank teams and countries get the information they need to make the case to invest in Early Childhood Development (ECD), design effective policies and deliver impactful programs. At the country level, ELP grants provide teams with resources for early seed investments that can generate large financial commitments through World Bank finance and government resources. At the global level, ELP research and special initiatives work to fill knowledge gaps, build capacity and generate public goods.

UNESCO, UNICEF:  Learning Data Compact

UNESCO, UNICEF, and the World Bank have joined forces to close the learning data gaps that still exist and that preclude many countries from monitoring the quality of their education systems and assessing if their students are learning. The three organizations have agreed to a  Learning Data Compact , a commitment to ensure that all countries, especially low-income countries, have at least one quality measure of learning by 2025, supporting coordinated efforts to strengthen national assessment systems.

UNESCO Institute for Statistics (UIS):   Learning Poverty Indicator

Aimed at measuring and urging attention to foundational literacy as a prerequisite to achieve SDG4, this partnership was launched in 2019 to help countries strengthen their learning assessment systems, better monitor what students are learning in internationally comparable ways and improve the breadth and quality of global data on education.

FCDO, Bill & Melinda Gates Foundation:  EdTech Hub

Supported by the UK government’s Foreign, Commonwealth & Development Office (FCDO), in partnership with the Bill & Melinda Gates Foundation, the EdTech Hub is aimed at improving the quality of ed-tech investments. The Hub launched a rapid response Helpdesk service to provide just-in-time advisory support to 70 low- and middle-income countries planning education technology and remote learning initiatives.

MasterCard Foundation

Our Tertiary Education and Skills  global program, launched with support from the Mastercard Foundation, aims to prepare youth and adults for the future of work and society by improving access to relevant, quality, equitable reskilling and post-secondary education opportunities.  It is designed to reframe, reform, and rebuild tertiary education and skills systems for the digital and green transformation.

Bridging the AI divide: Breaking down barriers to ensure women’s leadership and participation in the Fifth Industrial Revolution

Common challenges and tailored solutions: How policymakers are strengthening early learning systems across the world

Compulsory education boosts learning outcomes and climate action

Areas of focus.

Data & Measurement

Early Childhood Development

Financing Education

Foundational Learning

Fragile, Conflict & Violent Contexts

Girls’ Education

Inclusive Education

Skills Development

Technology (EdTech)  

Tertiary Education

Initiatives

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• Global Education Policy Dashboard
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Collapse and Recovery: How the COVID-19 Pandemic Eroded Human Capital and What to Do About It

BROCHURES & FACT SHEETS

Flyer: Education Factsheet - May 2024

Publication: Realizing Education's Promise: A World Bank Retrospective – August 2023

Flyer: Education and Climate Change - November 2022

Brochure: Learning Losses - October 2022

STAY CONNECTED

Human Development Topics

Around the bank group.

Find out what the Bank Group's branches are doing in education

Global Education Newsletter - May 2024

What's happening in the World Bank Education Global Practice? Read to learn more.

Learning Can't Wait: A commitment to education in Latin America and the ...

A new IDB-World Bank report describes challenges and priorities to address the educational crisis.

Human Capital Project

The Human Capital Project is a global effort to accelerate more and better investments in people for greater equity and economic growth.

Impact Evaluations

Research that measures the impact of education policies to improve education in low and middle income countries.

Education Videos

Watch our latest videos featuring our projects across the world

Additional Resources

Education Finance

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Education in Fragile, Conflict & Violence Contexts

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Top 7 Reasons Why Education is the Key to Success

Adapt IT Education is essential in shaping modern education by developing and providing innovative technological solutions designed to enhance learning experiences. Adapt IT creates software applications, platforms, and tools that cater to diverse educational needs, ranging from interactive learning modules to comprehensive management systems. This role extends beyond just providing software, as it contributes to the evolution of teaching methodologies, facilitates personalised learning, and empowers educators and students. Through constant innovation and adaptation, Adapt IT contributes significantly to the advancement of education and the reasons why education is the key to success. We unpack the seven reasons why education is the key to success in more detail below.

Education Empowers Individuals

Education is vital in empowering individuals and providing them with the necessary knowledge, abilities, and critical thinking skills to participate in and contribute to society effectively. Education creates opportunities for personal and professional growth and cultivates a deeper understanding of the world, diverse perspectives, and the ability to make informed choices. It fosters self-confidence and self-worth , enabling individuals to express their ideas, advocate for themselves, and engage in positive discussions. Additionally, education promotes a sense of civic duty, encouraging active involvement in local and global issues. By equipping individuals with the tools for learning, adapting, and innovating, education becomes a catalyst for personal growth and societal advancement.

Education Fosters Innovation

The role of education in promoting innovation is crucial as it equips people with the necessary knowledge, skills, and critical thinking abilities to tackle complex problems and generate innovative solutions. With a well-rounded education, individuals are exposed to diverse perspectives and are encouraged to explore new ideas and approaches, fostering a sense of curiosity. Through studying various disciplines and engaging in practical experiences, education nurtures the development of independent and collaborative thinking, which are fundamental for fostering innovation. Education also instils resilience and adaptability, creating an environment where individuals are more open to change and view challenges as opportunities for personal and professional growth. Ultimately, education is the building block for cultivating the innovative mindset required to address modern-day challenges and propel advancements in different fields.

Education Enhances Career Opportunities

Education plays a significant role in improving career prospects as it equips individuals with the necessary knowledge, skills, and qualifications to succeed professionally. Through formal education, individuals gain a solid foundation in their chosen field, acquiring expertise that makes them highly competitive for job opportunities. Obtaining educational credentials, such as degrees and certifications, serves as concrete proof of a person’s abilities and dedication to continuous learning, often opening up a more comprehensive range of career options. Education nurtures essential skills like critical thinking, problem-solving, and effective communication, which are greatly sought after by employers in all industries. In addition, educational institutions often offer networking platforms and resources that assist individuals in connecting with professionals and potential employers, thus expanding their career prospects even further. Ultimately, education acts as a crucial catalyst in shaping individuals into well-rounded and qualified candidates, strengthening their employability and enabling them to explore a variety of fulfilling career paths.

Education Promotes Critical Thinking

Education plays a vital role in promoting the development of critical thinking abilities by creating an atmosphere that fosters inquiry, analysis, and independent thinking. Exposing students to a wide range of subjects allows them to assess information, consider different viewpoints, and arrive at well-informed conclusions. Educational processes, like debates, discussions, and problem-solving activities, offer opportunities for individuals to examine complex issues critically and engage in logical arguments. Educational institutions typically emphasise the importance of evidence-based reasoning, teaching students to question assumptions and evaluate the credibility of information. By cultivating a culture of intellectual curiosity and highlighting the significance of well-reasoned discussions, education nurtures the skill of critical thinking, empowering individuals to navigate the intricate nature of the modern world, make informed choices, and make meaningful contributions to society.

Education Promotes Lifelong Learning

Education is critical in promoting lifelong learning by encouraging the development of a “growth mindset.” The concept of a growth mindset, popularised by psychologist Carol Dweck, involves believing that abilities and intelligence can be enhanced through dedication, effort, and perseverance. Educational systems that embrace this mindset prioritise the process of acquiring knowledge and skills rather than focusing solely on fixed outcomes, thereby fostering a passion for learning. Education instils a mindset that values continuous improvement by cultivating resilience in the face of challenges and viewing failures as opportunities for growth. This mindset becomes the foundation for lifelong learning as individuals gain confidence and motivation to seek new information, acquire new skills, and adapt to changing circumstances throughout their lives. The emphasis on a growth mindset in education enhances academic achievement. It acts as a powerful motivator for ongoing self-improvement and a commitment to lifelong learning even outside formal educational settings.

Education Fosters Social Responsibility

Educational institutions play a vital role in nurturing individuals’ sense of social responsibility by imparting values, ethics, and a sense of civic duty. By prioritising subjects like social studies, ethics, and community engagement, education encourages students to develop an understanding of societal issues and their place within the broader community. Schools also emphasise the importance of empathy and cultural competence, promoting respect for diversity and a commitment to social justice. Additionally, educational experiences such as community service projects and extracurricular activities provide practical opportunities for students to actively contribute to their communities. Through the cultivation of critical thinking skills and the exploration of global interconnectedness, education lays a solid foundation for responsible citizenship, enabling individuals to actively participate in improving society. This fosters values like compassion, environmental stewardship, and a dedication to addressing social inequalities. Ultimately, education shapes individuals with academic proficiency and a strong sense of social responsibility, making them valuable contributors to their communities and the wider world.

Education Supports Personal Fulfilment

Education enables individuals to pursue their passions, goals, and interests, providing personal fulfilment. By offering a range of subjects and exposing students to different areas of knowledge, education helps individuals identify their strengths, interests, and areas of expertise. This empowers them to make well-informed decisions in their personal and professional lives. Furthermore, education promotes personal growth by encouraging critical thinking, self-reflection, and a lifelong love for learning. As individuals acquire new knowledge and skills, they often experience a sense of achievement and satisfaction. Education fosters personal fulfilment by creating social connections and networks, which provide a supportive environment for personal development. Whether through formal educational institutions or informal learning experiences, education is crucial in assisting individuals in realising their potential, pursuing fulfilling paths, and attaining a sense of personal satisfaction and purpose in life.

Adapt IT Education has played a vital role in shaping modern education by developing and offering innovative technological solutions that enhance learning experiences. The business is responsible for creating software applications, platforms, and tools that cater to various educational needs, including interactive learning modules and comprehensive management systems. These software solutions facilitate education and learning and contribute to the seven reasons mentioned above why education is key to success. For more information on Adapt IT Education, visit: https://education.adaptit.tech/software-solutions/ . 

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Experienced Manager with a demonstrated history of working in the Tertiary Education Sector. Skilled in university business process analysis, business and systems project implementation, operational improvements and team leadership.

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Introduction to Education (BETA)

(8 reviews)

Jennifer Beasley, University of Arkansas

Myra Haulmark, University of Arkansas

Copyright Year: 2021

Publisher: University of Arkansas

Language: English

Formats Available

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Reviewed by Jessica Urbaniak, Assistant Professor, University of Wisconsin - Superior on 10/30/23

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do. The textbook has an effective table of contents. read more

Comprehensiveness rating: 4 see less

Nearly all content is included in the textbook. Here were some areas that I thought there could be some improvement: It does not go in-depth on the history of education, which other textbooks do.

The textbook has an effective table of contents.

Content Accuracy rating: 1

Problematic language portrays bias: "Alcohol can cause mental retardation, slower physical development, severe learning, and cognitive disabilities." Sadly, the use of the r-word in a current textbook makes this unacceptable to ask students to read.

Relevance/Longevity rating: 2

In almost all cases except the use of the r-word. There is person-first language in other areas of the book. I'm not sure how this slipped through. This, in my view, makes the test obsolete.

Clarity rating: 3

There are links to videos where it may be more helpful for the reader if they were embedded.

Consistency rating: 5

I did not see any inconsistencies.

Modularity rating: 4

The book is cleanly organized into sections and subsections. Some pages were very long and could have been divided into two chapters (ethics chapter in particular - there could have been a different chapter on laws).

Organization/Structure/Flow rating: 5

The topics are presented in a clear, logical fashion.

Interface rating: 5

Grammatical Errors rating: 5

No grammatical errors spotted.

Cultural Relevance rating: 3

Some of the language used doesn't portray any nuance to situations which some may find problematic. Here is an example: "Homeless students are battered psychologically and emotionally"

Reviewed by Joanna Koch, Assistant Teaching Professor, North Carolina State University on 8/29/23

Overall, the Introduction to Education textbook provides a solid introduction to the major themes in the field of education. This textbook would serve as a resource for an introductory education course because the topics, terms, and issues are... read more

Overall, the Introduction to Education textbook provides a solid introduction to the major themes in the field of education. This textbook would serve as a resource for an introductory education course because the topics, terms, and issues are relevant and necessary to discuss with pre-service teachers. One of the strengths of the textbook is having essential questions at the beginning of each chapter. Then, throughout the chapter, the content provides answers to those essential questions. Also, the textbook provides different "scenarios" for students to apply their understanding in situations they may encounter in their future careers. An area for consideration would be providing more information through visual aids, diagrams, or charts throughout the different chapters. For instance, Chapter 2 would benefit from a table noting the differences between elementary, middle, and high school, which would serve as a quick reference and a representation of the differences between those types of schools. Altogether, the textbook provides the reader with an overview of the education field.

Content Accuracy rating: 4

Generally, most of the book’s content is accurate. However, I would agree with previous reviewers' comments concerning inaccuracies. Additionally, Chapter 6 opens with a question of “excellence or equity - is one more important than the other?”. In reflecting on this chapter’s title, I would suggest changing the chapter to “Equality vs. Equity – What is the difference?” because this is a common question discussed in education courses. Furthermore, pre-service teachers will encounter situations of inequity and inequality and need to understand the differences in order to respond effectively.

Relevance/Longevity rating: 4

The arrangement of the text is relevant. In particular, I appreciate how the chapters build upon each other to make the text relevant to teaching experiences both in the past and present. One suggestion is to update the websites to make sure the websites reflect data that is current, such as the teacher pay in chapter one. Understandably, websites can change over time, so it might be necessary to have more inquiry-based questions for students to explore the web. For instance, the chapter text could have the reader explore the web for their state’s curriculum standards and have reflection questions that guide the students in exploring the state education standards. In doing so, the websites in the text would not need to be continuously updated.

Clarity rating: 4

When reviewing the textbook, the text was a straightforward read that included student-friendly vocabulary. I appreciate when an introduction textbook provides students with clearly worded terms that students can understand and apply in appropriate contexts. One suggestion is to make sure all vocabulary terms are bolded in the text for easy reference. Bolding the vocabulary terms can assist students in applying them during assignments and studying them for assessments.

The chapters flowed well together and the text was very consistent in the format. One of the text's strengths was including an essential question at the beginning of the chapter that is answered throughout the chapter. In doing so, the book modeled effective teaching practices. I appreciate how the textbook's format was consistent in its framework and layout.

In reflecting upon the textbook holistically, it would be helpful if the "Philosophy", "History", and "Effective Teachers" chapters were earlier in the textbook. Introduction to Education courses typically teach this content during the early to middle part of the semester in order to set up the foundation of education for their students. Also, these chapters can be referenced back to when discussing more current policies and practices. Additionally, the "Classroom Management" chapter was a detailed chapter, which makes me wonder if some of the earlier, shorter chapters could include more information and content.

Organization/Structure/Flow rating: 4

The text's organization flows well with the chapters having similar setups. In other words, the text's format was organized with a familiar layout for each chapter, so readers will feel comfortable using and referencing the text. As mentioned previously, some of the philosophical and historical chapters could be discussed earlier and then referenced in the curriculum chapter later in the book.

Interface rating: 4

Overall, there were no major issues with the text regarding navigating to different chapters. Additionally, the text's features would not be confusing for the reader. However, some of the images/charts were distorted or cut-off. It would be helpful to update the text to ensure the images/charts were on one page.

Grammatical Errors rating: 4

As mentioned by previous reviewers, the book would benefit from another round of proofreading to ensure there are no words missing from the text.

Cultural Relevance rating: 4

When updating the text, it would be beneficial to include a variety of individuals in the images, such as on page 26, “Erikson’s Eight Stages of Psychosocial Development”. It had the same individual in visual. Furthermore, it would be helpful if the textbook was updated with more representation of teachers and students from a variety of cultures.

The Introduction to Education text will provide the reader with an introduction to the field of education by exploring relevant topics, concepts, and issues.

Reviewed by Roberta Freeman, Instructor, Minnesota State Community and Technical College on 3/9/23

Beasley and Haulmark's Introduction to Education: Becoming a Professional covers similar content to other education texts I have examined and/or adopted. While most of the chapters are thorough, I did note a few that could have been expanded upon.... read more

Beasley and Haulmark's Introduction to Education: Becoming a Professional covers similar content to other education texts I have examined and/or adopted. While most of the chapters are thorough, I did note a few that could have been expanded upon. For example, adding a brief overview of the history of schools may provide more depth when discussing the purpose of schools in Chapter 2. Further, addressing current education reform may offer a broader perspective about what a new teacher can expect in Chapter 11. Finally, since some Introduction to Education courses require students to complete a certain number of field experience hours in K-12 classrooms and compile a portfolio, brief tips or questions could be added to the "What do you think?" sections at the end of the chapter.

Overall, the content is accurate. I noted a minor error at the end of Chapter 3. The information following "Who are today's students?" (p. 33 of downloaded text) seemed to be related to the first chapter.

Relevance/Longevity rating: 5

The arrangement of the text makes it easy to update information or videos. I appreciated the relevant content the authors included, such as using movement and considering furniture choices to manage the learning environment.

Clarity rating: 5

I found this text to be conversational, engaging, easy to digest, and honest. Without mention of the current teacher shortage, the authors clearly explain the demands of teaching while also reflecting on the rewards of the profession.

Chapters in the text follow a similar organizational structure, making it consistent and predictable. However, the use of a variety of videos, links, and assignments keeps each chapter fresh and interesting.

Modularity rating: 5

The two sections of the text makes it easy to realign topics and chapters. For example, when teaching Introduction to Education, I often discuss educational philosophy before the midterm exam, so I would most likely assign Chapter 9 earlier on the syllabus without being disruptive to students.

The overall organization of the text was clear although some of the content in the shorter chapters could be integrated into another chapter. For example, some information about educational philosophy in Chapter 9, which is a brief chapter, could be incorporated into Chapter 5 about what is taught. The same could be true about Chapter 10 on excellence or equity.

Although some charts were small and difficult to read, the visual images were aptly chosen. Being able to enlarge them could be helpful to students.

The book contains a few minor errors, such as omitting an occasional word. For example, on p. 98 of the downloaded text, the word "be" should appear in this sentence: "...others may ruminating about...(p. 98).

Although the text includes chapters about today's students and social issues, I prefer a stronger focus on and examples of inclusiveness within each chapter, particularly with the increasing diversity and variety of students in our classrooms and a decreasing variety of teachers.

Reviewed by Jessica Fortner, Curriculum & Program Improvement Coordinator, Hutchinson Community College on 3/4/22

This book is comprehensive in that it covers many of the most current view of the daily life of a teacher while braiding in the historical background of education in the United States and theories of child development and teaching and learning. ... read more

Comprehensiveness rating: 5 see less

This book is comprehensive in that it covers many of the most current view of the daily life of a teacher while braiding in the historical background of education in the United States and theories of child development and teaching and learning. The textbook covers what it means to teach and finishes with useful tools on ethics, curriculum and instruction, and classroom environment.

Content Accuracy rating: 5

Content is up to date and sources of information are cited throughout each chapter. A comprehensive list of sources is found at the end of the book. At the end of the chapter students have the option to "dig deeper" into the content and learn more from sources or with searchable terms like "Individuals with Disabilities Act, 20 U.S.C. 1400 (200)". I would suggest in the spirit of sharing current terms in education that the authors may want to mention the McKinney-Vento Homeless Assistance Act in chapter 4 under the the heading "Homelessness".

The authors cover relevant topics like Special Education law, Maslow's Heirarchy of Need, differentiated instruction, and socio-economic status. Each of these relevant topics are explained in adequate detail along with a connection to its impact on the daily life of a teacher. The presentation of information is broken up so that revisions and updates can be made without impacting the flow of information. Chapter 9 does discuss Danielsen's framework of teaching which is used in some states. Some states, however, measure teacher effectiveness using different measurements. I would say similarities can be found that are transferrable.

The textbook is written with the mindset of a true introduction. Information is shared in a conversational pattern which makes it easy to read. Any technical vocabulary is defined in understandable terms within the text. I do think bolding the key terms would be useful for readers.

Each chapter begins with a question that is answered throughout the chapter. Key terms and objectives are presented prominently following and introductory paragraph. Information progress with headings, videos, charts, images, videos, and links to further information. Each chapter ends by summarizing the answer to the chapter question, key term interactive flashcards, and the "dig deeper" section.

The textbook is broken into logical and appropriate lengths by chapters and headings. The presentation of information can easily broken into parts for instructors to mold and use alongside their own syllabus.

Each chapter follows a predictable pattern. The organizational pattern makes it easy to read and navigate.

Overall the text is easily navigated. I found the charts titled "Erikson's Eight Stages of Psychosocial Development" and Maslow's Heirarchy of Needs in chapter 3 hard to see. It would be nice if they were larger or if you could click on them and they would be magnified so you can read the fine print. White text on colored background can be hard for some readers. It may also be useful to bold the titles and headings.

The textbook was free of grammatical errors from my observation.

Cultural Relevance rating: 5

The authors have presented information on diversity and culture differences in a unbiased and positive way. Again, they reference the changes that the educational system has undergone through the last several years which includes creating inclusive environments.

In my personal opinion, this textbook is a great introductory text. This approach allows the reader to make connections and reflect on new information in a way that is productive and positive about education. In order to be a teacher today, it is essential for new teachers to have a wholistic view of education that makes sense at an introductory level. This will help them know what is ahead.

Reviewed by Teri Eckhoff, Academic Advisor with part time teaching responsibilities, Hutchinson Community College on 3/1/22

For students considering majoring in education the book is comprehensive, covering a myriad of topics they should consider as they decide, "Do I want to be a teacher?" The book begins by asking "Why Teach?" asking the students to examine their... read more

For students considering majoring in education the book is comprehensive, covering a myriad of topics they should consider as they decide, "Do I want to be a teacher?" The book begins by asking "Why Teach?" asking the students to examine their motives for teaching. After the students read through the following chapters they are presented with a final chapter on "What can the new teacher expect?" By the time they cover the content of the book that discusses many of the areas they probably haven't considered they should be able to make an informed decision about pursuing a career in education. In addition, the authors provide additional resources at the end of each chapter to allow students to "dig deeper."

Students are presented with relevant and timely content based on best practices in education including differentiated instruction, classroom management strategies, the importance of the school environment, connecting with families, etc. In addition, background knowledge students should have, but may not possess, is shared such as Maslow's Hierarchy of Needs and Erikson's Eight States of Psychosocial Development.

The information in the textbook is up-to-date and informs the students not only about foundational topics in education but more recent information such as the ethics of teaching and current practices in teaching that have proven beneficial for student learning. The linked resources are from within the last few years providing timely information. The information is presented in such a manner that when updates are needed they can be done with relative ease.

The content of the textbook is presented in a way that students should understand it. Each chapter title is presented as a question and a very brief overview is given at the beginning of the chapter. In addition, the chapter objectives and key terms are given to the students within a framed window making them very clear to the students. While the key terms are identified within the colored window at the beginning of the chapter, they are not highlighted throughout the text of the chapter. In some cases, when doing a search, the term wasn't found within the text of the chapter. An example of this is in the chapter "How do social issues affect students?" the key terms "at-risk" and "socioeconomic status" were not found within the text of the chapter. However, each key term for the chapter is found in interactive flashcards at the end of the chapter. The text clarifies difficult to understand information by explaining it in terms students can understand.

Each chapter of the book is consistent in presenting the same format for students, so there are no surprises mid-way through the textbook. Students first encounter the ideas of the chapter in a question form with the title presented as a question. Then they read a short introduction followed by the chapter objectives and key terms and another paragraph or two on the topic after which they are asked the question, "What do you think?" After pondering their thoughts they dive into each concept within the chapter. Occasionally there is a link to an outside source or a video for them to watch, and/or an interactive activity for them to engage in. Once they read through the content they may encounter a summary or conclusion followed by the heading "Thoughts" in which they are given an idea to ponder. The end of the chapter also contains the interactive flashcards of the key terms.

Overall, the textbook is divided into two sections which can be seen in the sidebar menu. Each of the main sections has a drop down menu allowing students to see and access the specific chapters within the section. The sequence of the material is logical. The students have access to additional information via links that are provided which access additional articles about the topics being covered. In addition, the textbook chapters are segmented in ways making them accessible and allowing students to easily find sections to read if they are not assigned an entire chapter.

The textbook is divided into two sections: Foundations of Schools and Their Students and Teachers and the Profession. This organization allows the student to learn foundational information about education first and then follow that with more teacher-centric information. In order for students to gain an understanding of the "Teacher and the Profession" information having the foundational knowledge will be beneficial.

When working my way through the textbook, I didn't not experience any problems with the interface. All of the links were working, the images, charts, etc. were not distorted in any way and the interactive components worked effectively. I was able to navigate chapters non-sequentially by using the menu in the side-bar. After navigating my way through the textbook, I would not anticipate that the students would have any problems.

The text contained no grammatical errors and was easy to read and follow.

Students who read this textbook will gain an understanding of the importance of diversity, inclusiveness, and equity in education. The information provided is presented in a manner in which students are able to "digest" the information and it's relevance to education. The book also represents different cultures in the images and videos students will see.

I am confident if I used this OER Introduction to Education textbook the students would gain a valuable understanding of the concepts and be able to apply the relevant information to past educational experiences allowing them to move forward with their studies in education with a solid base of knowledge regarding key points in education.

Reviewed by Connie Phelps, Professor, Emporia State University on 1/5/22

Beasley and Haulmark provide a comprehensive introduction to P-12 education with 11 chapters in 2 parts: Foundations of Schools (Chapters 1-6) and Teachers and the Profession (Chapters 7-11). Each chapter includes objectives and keywords on key... read more

Beasley and Haulmark provide a comprehensive introduction to P-12 education with 11 chapters in 2 parts: Foundations of Schools (Chapters 1-6) and Teachers and the Profession (Chapters 7-11). Each chapter includes objectives and keywords on key topics in the field with links to Wikibooks, videos, and other relevant sources. A concluding reference section includes all sources in a chapter by chapter listing.

The authors present material from credible sources that exemplify inclusiveness, equity, and diversity in chapter narratives and linked material. External sources include primary and secondary materials relevant to today's schools, students, and teachers. The authors include special education law and prepares teachers to work effectively in Arkansas as well as schools nationally. The course highlights knowledge, skills, and dispositions needed to begin a teaching career successfully.

By constructing the course in two distinct parts related to schools/students and teachers, the authors can update chapters easily as laws and protocols change. The chapters introduce topics clearly and and engage participants in short activities that provide immediate reinforcement of concepts and terms. Each chapter includes key terminology as flashcards for review and reinforcement. All chapters provide additional reading for a deeper dive, and some chapters include short quizzes or questionnaires to engage learners in relevant topics.

The authors use an appropriate level of terminology and phrasing with illustrations, photos, and documents to reinforce learning. Mini-quizzes with key points and flashcard vocabulary provide short exercises to ensure learners acquire needed knowledge, skills, and dispositions for each topic. Some chapters include case studies written conversationally for more depth on topics.

The authors organize chapters consistently with primary and secondary headings, thought-provoking quotations, and adequate white space between sections. All chapter titles pose relevant questions that orient the learner to its purpose. Common features in chapters include Objectives and Key Terms, What do you think? exercises, Test Your Vocabulary Skills, Dig Deeper, and credits and citations.

Learners easily access the Contents as a sidebar on the left side of the page. The two course sections function with separate dropdown menus for each chapter that show or hide contents, as the learner prefers. Each chapter narrative scrolls down easily with chapter sections clearly indicated by primary and secondary headings. Hot links for supplemental information keep the chapter narrative uncluttered and focused. Each chapter seems manageable individually and clearly distinguished as an integral part of its respective section and context.

The course begins with the broader context of the school/student, then focuses on the teacher/profession. Within these two parts, chapter titles pose a short essential question to orient the learner. The foundations part avoids overlap of content by addressing a rationale for teaching (Ch. 1), purpose of schools (Ch. 2), today's students (Ch. 3), social issues (Ch. 4), education philosophy (Ch. 5), and excellence and equity (Ch. 6). The second part applies foundational understanding to ethics and legal issues (Ch. 7), elementary and secondary curricula (Ch. 8), effective teaching (Ch. 9), classroom environment (Ch. 10), and expectations of new teachers (Ch. 11). The course organizes these topics logically, clearly, and relevantly for persons entering the field of education.

Given 10 or more hot links in each chapter, only one in Chapter 7 (Michigan.gov) failed to open. When I requested access to a Google Document, the author sent the direct link within hours of the request. In Chapter 3, clearer images of the Erikson and Maslow models--or hot links--would reduce distortion. A limitation imposed by the New York Times prevent access to content in Chapter 6. In Chapter 9, I wondered if learners type in responses for their respective definitions of effective teachers. In Chapter 10, the chapter quiz link appeared missing. The Chapter 11 quiz seemed to indicate one response, yet all response selections applied. The references for each chapter help learners further study important topics.

The authors write clearly connecting narrative without grammatical errors. In some cases, current APA style and formatting might update citations and references.

The text narrative seems learner-friendly and engaging for diverse learners, and the authors provide relevant resources that promote diversity, equity, inclusion and belonging for today's schools, classrooms, and teachers. The course provides an excellent orientation to dispositions needed for beginning elementary and secondary teachers to succeed in their chosen profession.

The collaboration of two seasoned educators contributes to the tone, content, and practice provided in the course. Each author contributes their unique perspective and background as a Director of Teacher Education (Beasley) and Director of Teacher Licensure (Haulmark). The blending of their respective roles contributes to a readable and engaging course to prepare teacher candidates for today's diverse primary and secondary schools.

Reviewed by Rachael Hoffert, Professor of Education, Grace College on 11/15/21

This textbook presented a thorough review of the teaching profession to students considering the field of education. Each chapter is organized by guiding questions regarding the purpose of school, student demographics, qualities of an effective... read more

This textbook presented a thorough review of the teaching profession to students considering the field of education. Each chapter is organized by guiding questions regarding the purpose of school, student demographics, qualities of an effective teachers, and issues facing educators in today’s society. The textbook provides opportunities for students to reflect on chapter content with interactive multiple-choice questions. Upon completion of the textbook, students will gain a better understanding of the demands and rewards of the teaching profession.

The textbook presented an accurate representation of the role of a teacher in today’s educational field. High leverage practices were incorporated throughout the textbook. These practices included student- centered instruction such as learning centers, choice boards, and explicit instruction. The importance of differentiating instruction to meet the diverse needs of learners was described. The practices and theories explained in this textbook are implemented in schools and classrooms throughout today’s society.

The content in this textbook is up to date and directly relates to today’s teaching profession. However, the content could easily be altered as the teaching profession continues to change to meet the needs of today’s learners. The content presented in this textbook answers big questions about education and the teaching profession. Due to this unique organization, the textbook could easily be updated to change instructional strategies, add technology teaching components or revise information regarding standards or student demographics.

The textbook language was concise and applies directly to the audience of preservice teachers. Each chapter begins with a relevant question and continues with student friendly objectives. Key terms are also presented in the beginning of each chapter allowing readers to preview important concepts. The chapter text is organized in paragraphs and contains bullets and charts for a variety of learners. Presentation of content is not overwhelming. An interactive vocabulary activity is available at the end of each chapter to review learning.

Students will appreciate the simplistic and expected format of each textbook chapter. Each chapter has a guiding question, objectives, terms, explanations and thinking prompts. In addition, each chapter provided students an opportunity to check their understanding of key concepts. Practical examples were also provided throughout the textbook.

This book could easily be divided into syllabus course topics and assigned readings. The textbook provides an overall view of the field of education. However, each topic is thoroughly explained regarding the role of an effective teacher, curriculum development, today's students.

Topics are presented in a logical and clear fashion making content accessible to grasp. The textbook begins with a broad understanding of education and moves to specific roles of teachers along with characteristics of today's students. In addition, the textbook presents ethical issues within the profession and how to develop a personal philosophy of education. Textbook organization moves from basic understanding to application.

I had no interface or navigation issues when reviewing this textbook. I was able to navigate easily through the chapter and all text features displayed properly. The interactive questions and vocabulary reviews were easy to use in order to review textbook content. The interface was not confusing.

The text contained no grammatical errors and was written in a way that was easy to understand and comprehend. There was varied sentence structure and relevant examples to ensure the readers' attention. I have no suggestions for grammatical edits.

I appreciated how the text addressed diversity regarding today's students. Family structure, cultural, language, socioeconomic status were examples of diversity included throughout the textbook in an inclusive and sensitive manner. The importance of equity and inclusiveness in the classroom was a priority.

This textbook provides a strong introduction to the field of education!

Reviewed by Jennifer Richardson, Assistant Professor of Reading, Pittsburg State University on 10/22/21

I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally... read more

I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally considered the gold standard for new teachers, but this is a good first look at teaching, in general.

I found no evidence of inaccuracy in the text. There were places I didn't agree with whole-heartedly, as I retired from 25 years of public school teaching, all in Title I schools. I have dealt with a lot of the topics they mention regarding poverty. I wouldn't say the authors' information is inaccurate, just different than my view.

Relevance/Longevity rating: 3

The world of education has changed a great deal in a short period of time. Prospective teachers must also be masters of the Zoom parent-teacher conference, communicate via text message, and open their classrooms to scrutiny, like never before. That said, this text does cover teaching fairly comprehensively. I appreciated the references to Linda Darling-Hammond, to Hirsch, but was surprised that Wiggins and McTighe weren't mentioned. Most new teachers will have some accountability for backwards design, especially if their schools have adopted project-based learning and STEAM. I also missed the mention of Multi-Tiered Support Systems, having evolved from the simpler Response to Intervention model. Most new teachers will also be accountable for MTSS or RTI with the added behavior interventions. It's a new world in education. I believe with a few revisions to reflect the major changes, this text will be an excellent resource for pre-program teaching candidates to decide whether a teaching career is right for them.

The text appears to be written for a pre-program teacher candidate, possibly a high school senior. While there were some specific vocabulary that might be challenging for someone who is not a teacher, there were explanations and additional resources to add to the reader's growing understanding of teaching.

The book was arranged helpfully with initial objectives for reading and follow-up thinking prompts. Each chapter followed a predictable structure.

I prefer a book that can be easily segmented. This text has solid, stand-alone chapters yet supportive of the central message.

For the most part, this text is organized in a clear fashion. Chapter 6: What Makes an Effective Teacher, might be useful if directly following Chapter 1, Why Teach? The two chapters build very well on one another. Because each chapter is a fairly good stand-alone, however, this isn't a huge issue as a reader.

Interface rating: 3

There were some readability issues with graphs and charts. For instance, the t-chart on page 14 was cut off, and on page 74 I could not see the Fixed Mindset portion of the chart.

I found no significant areas for revision of grammar.

The text addresses topics that relate to culture, equity, and inclusion, however there have been significant changes in policy and norms. I'm wondering if these chapters should be moved up towards the beginning and double-checked for content.

Table of Contents

• 1. Why Teach?
• 2. What is the Purpose of School?
• 3. Who are Today's Students?
• 4. How Do Social Issues Affect Students?
• 5. What is Taught?
• 6. What Makes an Effective Teacher?
• 7. What is a Positive Classroom Environment?
• 8. What are the Ethical and Legal Issues in Schools?
• 9. What is an Educational Philosophy?
• 10. Excellence or Equity...Which is More Important?
• 11. What Can a New Teacher Expect?

Ancillary Material

About the book.

This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.

About the Contributors

Jennifer Beasley has more than 25 years of experience in education as an elementary school teacher, gifted facilitator, university professor, and education consultant. She is currently the Director of Teacher Education at the University of Arkansas and a professor in the Department of Curriculum and Instruction. Beasley specializes in Gifted Education, Differentiated Instruction, Understanding by Design, Teacher Education, Professional Development, and the Integration of Technology in the Classroom.

Myra Haulmark began her 25 plus years in education as a speech pathologist and gifted programs coordinator in K-12 schools.  Myra is currently the Director of Teacher Licensure at the University of Arkansas and works with teacher candidates as they prepare for state licensure and provides training and support in the areas of reciprocity and teacher ethics to students during their educator preparation programs.

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Education Is the Key to Success

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To the Editor:

Many people go to college and complete degrees in fields that they continue to have a great passion for throughout their lives. While some of those people are lucky enough to get a job in that field, others must sit and wait for their opportunity. Most of those waiting will look for small-time jobs or go on for more schooling.

Failing to find a job often makes these graduates feel unwanted or causes them to say, “My degree was a waste of time.” To them I say: First and foremost, your college degree is never a waste. Education is one thing no one can ever take away from you. Stay in your field, but expand your options.

I went to college to become a high school history teacher, but right now, I’m an academic adviser and recruiter at the college level, and I absolutely love it. Had you told me that I’d be doing this when I was younger, I’d have called you a fool. Now, I’ll never look back and hope to remain here until I retire.

Parents and educators, encourage your children and students to expand their reach and to never give up looking. Have them search in places and look for jobs that they’d never expect to get, or wouldn’t have applied for beforehand. Because at the end of the day, if you’re educated, someone somewhere will call your name. And just like me, you might never look back.

Henry Laboranti

Lackawanna College Towanda

Towanda, Pa.

A version of this article appeared in the August 29, 2012 edition of Education Week as Education Is the Key to Success

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What Is Success?

• Posted September 5, 2014
• By Mark Russell

A large majority of youth appear to prioritize aspects of success — achievement and happiness — above caring for others.

This is one highlight of a report released in June by the Ed School’s Making Caring Common Project ( @MCCHarvardEd ) . The report is based chiefly on a survey of nearly 10,000 diverse middle and high school students that the project conducted in 2013. The report also points to a troubling gap between what adults say and what students perceive about the importance of caring, kindness, and respect: Adults claim to prioritize caring, but that’s not the message that teens are hearing.

“Our founding fathers envisioned a society that balanced success and happiness with the common good,” says Rick Weissbourd , Ed.D.’87, codirector of the project and a senior lecturer at the Ed School. “We now seem to have lost that balance. And the irony is that the intense focus on happiness doesn’t appear to be making children happier.”

Weissbourd said the good news is that the survey clearly shows that caring is still valued by the students they surveyed.

“Our challenge is to help parents and educators show that they prioritize caring and goodness and give our youth an opportunity to build their moral muscles,” Weissbourd says. “We’ve drawn on our knowledge of moral development and social emotional learning to develop clear strategies designed to do just that.”

Some of the strategies the report suggests include conducting a survey of the school climate, cultivating student leadership to address troubling aspects of the school’s climate, building student’s capacity for empathy and self-regulation and their commitment to the common good, and ensuring that all students have a positive relationship with an adult mentor.  — Mark Russell is the project’s media and programming director.

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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"The future of education is here"

About the author, antónio guterres.

António Guterres is the ninth Secretary-General of the United Nations, who took office on 1st January 2017.

Education is the key to personal development and the future of societies.

It unlocks opportunities and narrows inequalities.

It is the bedrock of informed, tolerant societies, and a primary driver of sustainable development.

The COVID-19 pandemic has led to the largest disruption of education ever. 

In mid-July, schools were closed in more than 160 countries, affecting over 1 billion students.

At least 40 million children worldwide have missed out on education in their critical pre-school year.

And parents, especially women, have been forced to assume heavy care burdens in the home.

Despite the delivery of lessons by radio, television and online, and the best efforts of teachers and parents, many students remain out of reach.

Learners with disabilities, those in minority or disadvantaged communities, displaced and refugee students and those in remote areas are at highest risk of being left behind.

And even for those who can access distance learning, success depends on their living conditions, including the fair distribution of domestic duties.

We are at a defining moment for the world’s children and young people.

We already faced a learning crisis before the pandemic.

More than 250 million school-age children were out of school.

And only a quarter of secondary school children in developing countries were leaving school with basic skills.

Now we face a generational catastrophe that could waste untold human potential, undermine decades of progress, and exacerbate entrenched inequalities.

The knock-on effects on child nutrition, child marriage and gender equality, among others, are deeply concerning.

This is the backdrop to the Policy Brief I am launching today, together with a new campaign with education partners and United Nations agencies called ‘Save our Future’.

The decisions that governments and partners take now will have lasting impact on hundreds of millions of young people, and on the development prospects of countries for decades to come.

This Policy Brief calls for action in four key areas:

First, reopening schools.

Once local transmission of COVID-19 is under control, getting students back into schools and learning institutions as safely as possible must be a top priority.

We have issued guidance to help governments in this complex endeavour.

It will be essential to balance health risks against risks to children’s education and protection, and to factor in the impact on women’s labour force participation.

Consultation with parents, carers, teachers and young people is fundamental.

Second, prioritizing education in financing decisions.

Before the crisis hit, low and middle-income countries already faced an education funding gap of $1.5 trillion dollars a year.

This gap has now grown.

Education budgets need to be protected and increased.

And it is critical that education is at the heart of international solidarity efforts, from debt management and stimulus packages to global humanitarian appeals and official development assistance.

Third, targeting the hardest to reach.  

Education initiatives must seek to reach those at greatest risk of being left behind -- people in emergencies and crises; minority groups of all kinds; displaced people and those with disabilities.

They should be sensitive to the specific challenges faced by girls, boys, women and men, and should urgently seek to bridge the digital divide.

Fourth, the future of education is here.

We have a generational opportunity to reimagine education.

We can take a leap towards forward-looking systems that deliver quality education for all as a springboard for the Sustainable Development Goals.

To achieve this, we need investment in digital literacy and infrastructure, an evolution towards learning how to learn, a rejuvenation of life-long learning and strengthened links between formal and non-formal education.

And we need to draw on flexible delivery methods, digital technologies and modernized curricula while ensuring sustained support for teachers and communities.

As the world faces unsustainable levels of inequality, we need education – the great equalizer – more than ever.  

We must take bold steps now, to create inclusive, resilient, quality education systems fit for the future.

• Policy Brief: Education during COVID-19 and beyond

S7-Episode 2: Bringing Health to the World

“You see, we're not doing this work to make ourselves feel better. That sort of conventional notion of what a do-gooder is. We're doing this work because we are totally convinced that it's not necessary in today's wealthy world for so many people to be experiencing discomfort, for so many people to be experiencing hardship, for so many people to have their lives and their livelihoods imperiled.”

Dr. David Nabarro has dedicated his life to global health. After a long career that’s taken him from the horrors of war torn Iraq, to the devastating aftermath of the Indian Ocean tsunami, he is still spurred to action by the tremendous inequalities in global access to medical care.

“The thing that keeps me awake most at night is the rampant inequities in our world…We see an awful lot of needless suffering.”

:: David Nabarro interviewed by Melissa Fleming

Brazilian ballet pirouettes during pandemic

Ballet Manguinhos, named for its favela in Rio de Janeiro, returns to the stage after a long absence during the COVID-19 pandemic. It counts 250 children and teenagers from the favela as its performers. The ballet group provides social support in a community where poverty, hunger and teen pregnancy are constant issues.

Radio journalist gives the facts on COVID-19 in Uzbekistan

The pandemic has put many people to the test, and journalists are no exception. Coronavirus has waged war not only against people's lives and well-being but has also spawned countless hoaxes and scientific falsehoods.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)

Chapter: 1 introduction.

1 Introduction

Americans have long recognized that investments in public education can contribute to the common good, enhance national prosperity, and support stable families, neighborhoods, and communities. In the face of economic, environmental, and social challenges, education is even more critical today than it has been in the past. Today’s children can meet future challenges if they have opportunities to prepare for their future roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people will need to learn a full range of skills and knowledge that facilitate mastery of English, mathematics, and other school subjects. They will need to learn in ways that support not only retention but also the use and application of skills and knowledge—a process called “transfer” in cognitive psychology.

Today’s educational policies and practices will need updating to help all children develop transferable knowledge and skills. American students’ performance is not impressive when they are tested through the Programme for International Student Assessment (PISA) for their ability to not only understand but also apply their knowledge. PISA tests are designed to measure students’ capacity to apply knowledge and skills in key subject areas as well as their ability to analyze, reason, and communicate effectively as they pose, interpret, and solve problems. On the 2009 PISA reading and science tests, the scores of U.S. 15-year-olds were only average when compared to students from the other industrialized nations making up the OECD; in mathematics, the scores of U.S. 15-year-olds were below the OECD

average. 1 Part of the reason for the weak average performance of American students is uneven learning and achievement among different groups of students. Disparities in the relative educational attainment of children from high-income versus low-income families have grown enormously since the 1970s (Duncan and Murnane, 2011). In a related trend, the gap between average incomes of the wealthiest and poorest families has grown.

Business leaders, educational organizations, and researchers have begun to call for new education policies that target the development of broad, transferable skills and knowledge, often referred to as “21st century skills.” For example, the Partnership for 21st Century Skills 2 argues that student success in college and careers requires four essential skills: critical thinking and problem solving, communication, collaboration, and creativity and innovation (Partnership for 21st Century Skills, 2010, p. 2).

Although these skills have long been valuable (for example, Thomas Alva Edison observed in 1903 that “Genius is 1 percent inspiration, 99 percent perspiration”), they are particularly salient today, and education officials are beginning to focus on them. Sixteen states have joined the Partnership for 21st Century Skills, based on a commitment to fuse 21st century skills with academic content (Partnership for 21st Century Skills, 2011) in their standards, assessments, curriculum, and teacher professional development. Some state and local high school reform efforts have begun to focus on a four-dimensional framework of college and career readiness that includes not only academic content but also cognitive strategies, academic behaviors, and contextual skills and awareness (Conley, 2011). At the international level, the U.S. secretary of education participates on the executive board of the Assessment and Teaching of 21st Century Skills (ATC21S) project, along with the education ministers of five other nations and the vice presidents of Cisco, Intel, and Microsoft. This project aims to expand the teaching and learning of 21st century skills globally, especially by improving assessment of these skills. In a separate effort, a large majority of 16 OECD nations surveyed in 2009 reported that they are incorporating 21st century skills in their education policies, such as regulations and guidelines (Aniandou and Claro, 2009).

COMMITTEE CHARGE

To increase understanding of the research related to deeper learning, 21st century skills, and related educational goals, the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the John D. and

___________________

1 OECD (2010).

2 This nonprofit organization includes business, education, community, and governmental groups.

Catherine T. MacArthur Foundation, the National Science Foundation, the Nellie Mae Education Foundation, the Pearson Foundation, the Raikes Foundation, the Susan Crown Enchange Fund, and the Stupski Foundation charged the National Research Council (NRC) as follows:

An ad hoc committee will review and synthesize current research on the nature of deeper learning and 21st century skills and will address the following:

• Define the set of key skills that are referenced by the labels “deeper learning,” “21st century skills,” “college and career readiness,” “student centered learning,” “next generation learning,” “new basic skills,” and “higher order thinking.” These labels are typically used to include both cognitive and noncognitive skills—such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn that can be demonstrated within core academic content areas and that are important to success in education, work, and other areas of adult responsibility. The labels are also sometimes used to include other important capacities—such as creativity, innovation, and ethics—that are important to later success and may also be developed in formal or informal learning environments.
• Describe how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. In particular, consider these skills in the context of the work of the National Governors Association and the Council of Chief State School Officers in specifying Common Core State Standards for English language arts and mathematics, and the work of the NRC in specifying a A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (hereafter referred to as the NRC science framework).
• Summarize the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education.
• Summarize what is known—and what research is needed—about how these skills can be learned, taught, and assessed. This summary should include both the cognitive foundations of these skills in learning theory and research about effective approaches to teaching and learning these skills, including approaches using digital media.
• Identify features of educational interventions that research suggests could be used as indicators that an intervention is likely to develop the key skills in a substantial and meaningful way. In particular, for learning in formal school-based environments, identify features related to learning these skills in educational interventions in (a) teacher professional development, (b) curriculum, and (c) assessment. For learning in informal environments, identify features related to learning these skills in educational interventions in (d) after-school and out-of-school

programs and (e) exhibits, museums, and other informal learning centers. For learning in both formal and informal environments, identify features related to learning these skills in education interventions in (f) digital media.

HOW THE COMMITTEE APPROACHED THE CHARGE

To address these five areas of concern, the committee reviewed research literature across several disciplines, including cognitive science, educational and social psychology, economics, child and adolescent development, literacy, mathematics and science education, psychometrics, educational technology, and human resource development. The committee drew on recent NRC workshops focusing on demand for 21st century skills, the intersection of science education and 21st century skills, and the assessment of 21st century skills, as well as on papers commissioned for an NRC planning process on behalf of the Hewlett Foundation. It considered the work of the ATC21S project and emerging research on the relationship between cognitive and noncognitive skills and abilities and adult outcomes (see Chapter 3 ).

The committee met three times. The first meeting included an open session with representatives of the FrameWorks Institute, which focused on how the public thinks about education and early childhood development. In the closed session of the first meeting, teams of committee members focusing on each topic in the study charge delivered brief presentations summarizing relevant research findings. These presentations and discussions provided the basis for a preliminary draft of this report. At its second meeting, the committee deliberated on the preliminary draft and decided to focus the report on learning for transfer. Following the second meeting, the committee and staff revised the preliminary draft extensively, and this new draft was discussed at the committee’s third meeting. At the third meeting, the committee also developed preliminary conclusions and recommendations based on the draft. Following this meeting, the committee and staff again revised the report. In a final teleconference, the committee discussed and reached consensus on the conclusions and recommendations. The draft report entered the NRC review process in February 2012. Following receipt of review comments it was revised and publicly released in July 2012.

ORGANIZATION OF THE REPORT

Following this introductory chapter, Chapter 2 begins to address the question of how to define deeper learning and 21st century skills, proposing a preliminary taxonomy with clusters of competencies. Chapter 3 summarizes several different strands of research on the importance of

these competencies to success in education, work, and other areas of adult responsibility. Chapter 4 focuses on deeper learning, which the committee views as learning for transfer. Chapter 5 discusses deeper learning and 21st century competencies in the disciplines of English language arts, science, and mathematics. Chapter 6 discusses teaching and assessing transferable knowledge and skills, in both formal and informal learning environments, and identifies research-based methods and instructional design principles for effectively developing the desired knowledge and skills. Chapter 7 considers key elements within the larger educational system that may help or hinder wider implementation of educational interventions to support the process of deeper learning and the development of 21st century competencies. Chapters 3 through 7 end with conclusions and recommendations, and all of the conclusions and recommendations are included in the Summary.

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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills."

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.

This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

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Persuasive Essay: Why is Education Important in Our Society?

Introduction.

Education is more than just learning from books, and it is a shame that a lot of schools do not see that it is more than just a curriculum and school score. A good education can teach a child how to learn so that the child may take up independent learning as an adult. Education may also teach a child how to reason so that a child does not grow up to be ignorant.

I will show you the two best reasons why education is important in our society.

Persuasive point 1

The biggest selling point for education in our society is the fact that it helps people learn “how” to learn. It is not about the knowledge they accumulate, it is the way a child is taught how to “learn” things. A child may come away from school not knowing a lot of the course, but if that child has been taught how to learn, then that child may become an adult that learns everything he or she needs in life. Otherwise, that child may grow up to be a person that cannot see the obvious because he or she cannot reason and consciously learn new things.

Persuasive point 2

Education teaches people how to reason, and if they are taught how to reason well, then they help subdue their own thoughts of ignorance. For example, there are lots of posts and websites on the Internet about childhood vaccinations and how dangerous they are. Ignorant people than never learned how to reason will look at them, believe them and support them. If a person is taught how to reason then he or she will know how to recognize empirical evidence.

That person would look at all the people in the US that have had childhood injections (most of them) and then look at all the people with autism. They would reason that if childhood vaccinations caused autism then most of the people in the US would have autism. If a person is taught how to reason then that person may see how people that smoke seem more likely to develop emphysema than people that do not smoke. They would then reason there is a link between smoking and emphysema. This sort of reasoning can be taught in schools, and if children are not taught it then they walk around risking their children’s lives by not vaccinating them, and walk around smoking because their daddy smoked for years and it never hurt him.

If education is not seen as important, then one day it will just be all about school scores and hitting the factors of a curriculum. There will be a day when children start to hate learning because school put them off it for life (this already happens in some cases). Plus, without education teaching people how to reason things out and teaching them how to separate what is fact from what is faulty evidence, then our society will become more and more ignorant until a smarter country simply marches over and takes our country from under out ignorant noses.

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Why education is the key to success 17 appealing reasons.

Education is The Key to Success | Why

The illiterate of the 21st century will not be those who can not read and write but those who can not learn, unlearn, and relearn

It is a famous saying of Thomas Jefferson that education is the key to success. If you intend to know how education is the key to success, the answer is clear from the statement that education is a road map that takes into the realms of discovering new things, giving innovative ideas, and bestowing new skills while bringing change in life.

Here, “why education is the key to success?” is our topic. We will discuss the significance of education, the objectives and goals of education, and the reasons why education is the key to success in detail. Only those know that education is the true key to success who want to make the most of their lives.

Significance of Education

Education empowers individuals and equips them with the necessary tools that are super important for success. Without education, we are out of the way, we do not know the direction and we are in obscure situations. It lightens up the present and makes our future bright.

People mostly confuse the word education. They consider that education is got only from school, college or university. The institutions are only the sources of education that provide formal education.

Education in other words is the learning that starts from the cradle and ends till grave. Even a person who never gets an education from any institution or never attends classes can have an education. But how?

In spite of colleges, and schools that are considered the sources of education, we miss the important source of education which is experience. Like institutions, experiences are the most important source of education. Education is not what we get from books only, it also includes experiences, morality, attitudes and values etc.

Education means continuous learning. Good education and good knowledge are a guarantee to make us successful. Career prospects depend upon education. If we stop education after high school, there will be fewer opportunities. So, after college, we will find more opportunities for jobs as well as for business.

They want to go ahead in life and want to learn and grow by getting the appropriate education. They also know how education will open new and many doors. By reading this article, you will be able to find out how education leads towards success and that learning must be continued and should not be stopped.

Today in the digital era, we can get an online master’s degree and we can achieve anything we dreamt of. Along with this, we will attain a skill set that is surety for success. A person with a good and proper education and skill set will not face failure in life and his chances of success are increased.

Objectives and goals of education

Though we achieve all the qualifications we want yet learning is important. So what we can do to keep our learning continue, we can read journals, attend talks, workshops, and seminars, and even attend online webinars. The objectives of education include:

• To ensure that everyone has access to high-quality education, irrespective of their socioeconomic status.
• To encourage the growth of the mind and cognition while fostering creativity, problem-solving, and analytical thinking.
• To promote an approach to development and a fondness for continuous learning.
• To provide people with the necessary information and abilities for both personal and professional success.
• To encourage tolerance, empathy, and worldwide citizenship by promoting social and cultural aspects of knowledge.
• To empower people to take an active role in democratic societies and engage in civic life.
• To cultivate moral character, honesty, and integrity.to enable people to make wise choices regarding their health, well-being, and sustainable lifestyle.
• To make it easier for people to learn digital and technological literacy.
• To encourage diversity and give everyone access to equal educational opportunities, irrespective of gender, ethnicity, or socioeconomic position.
• To encourage one’s development, self-assurance, and sense of purpose.
• To enable people to participate in economic development as well as creativity and prepare them for work.
• To promote entrepreneurship, creativity, and innovation.
• To encourage awareness of sustainability and understanding of the environment.
• To promote interpersonal, communication, and teamwork abilities.
• To offer chances for physical and emotional growth through extracurricular activities, the arts, and sports.

In order to be specific about the area we choose, we can be in touch with those who can provide counselling to us in our selection of careers .

How Education is the gateway to achieving success in life? Reasons

Let’s find out how education brings success to our lives. know what are the appealing reasons.

1. Education builds confidence

Education builds confidence in individuals. When we obtain a good level of education, and when we know how to learn well and in a proper way, we feel confident in ourselves and in our abilities.

This is an additional self-confidence that can help us intensively in achieving our goals in life. People in positions and jobs are confident of their status and gain their employees’ trust and respect.

A fully confident person tries new things and knows that they will bring success and prosperity. But sometimes, if he does not get the desired result, he does not lose confidence and learns from his mistakes.

To be confident is good but keep in mind that we cannot know everything. Being open to learning new things and learning from others who are successful, is also important along with being assertive and decisive.

2. Thrive for the competition

If we want to be successful or successful businessmen or salespeople, our customers come without our choice, what we can do simply to go ahead of the competition. Although this is not easy yet education can do it for us. Education gives us an understanding of things as well as enables us to understand the mind of the customer.

For instance, if we get a degree in MBA, we can learn how we can boost our business and become successful. Moreover, if we specialize in marketing, we can be able to create unbelievable marketing strategies that can be shared on social media. This is a way of promoting our products or services to as many people as possible.

If we have more and more knowledge, the chances of our success will be increased. In the case of any difficulty or problem, we can find out its solution.

This can be done by learning all about it and the problem will be no more a problem for us. Those who do not consider education important, do not go forward to learn more. The likelihood, they get failure and do not bother to take the time to find out more.

3. Dreams become reality

In life, we have heard many times from people that they had wished to become this and that their dreams did not come true. They all the time expressed their regret and blamed that they should do much progress.

But this is not the case with education. Those who have completed their high school education, learn online , and specialize in a peculiar topic won’t forget that learning is a lifelong skill that will help in bringing dreams to reality.

4. Education ensures control over life

Life is ephemeral and we are not born to live forever. To make our life better and to change it can be in our control. So education can help us in changing our lives for the better one. Being a graduate, one can be able to become the manager of a firm instead of becoming an entry-level employee.

One can become a CEO or shareholder and get profits at the end of the month instead of getting a salary. With the changing passage of time, a new world would open up for us, and new, exciting opportunities will wait for us.

People can also get an opportunity to get an education from the university. We can also get sponsorship for our studies that can be tuition-free also and cannot create a barrier in our going ahead.

5. Life could be in the best phase

Education gives a better and deeper understanding of what is right, what is wrong, and what is fair and unfair as well. It helps us in building our reasoning and developing critical thinking skills. The skills are practical things that are utilized and applied to the situation in life.

Through the tool of education, we get aware of our rights and responsibilities as citizens. We can be able to make more balanced personal judgments and apply them to make the world a better place.

6. Make skilled to be employed

If we get an education at the college level, it teaches us how to manage our time, how to perform multitasking, and how to develop communication with people of different types, from class fellows to professors and from individuals to industry professionals.

These skills are important and integral to the future. If one has to go into the workplace or back into the workplace as a mature student, he will be more careful in getting interpersonal and organizational skills. These skills will help him shine at work and to cope with the challenges that he faces in the professional world.

7. Earning potential with education

It is seen that a college student earns more in his lifetime because he works with more reasoning and with a professional skill set. This happens only when one gets an education from school and college. It will also be more profitable for the student if he gets a tuition-free education.

For those students who cannot afford their studies and borrow from others, they can pay back the loan by developing their own earning sources. Along with this, there are many scholarships available for the students to cover the minimal assessment fees.

8. Its converts ideas into reality

Education is a thing that turns one’s dreams into reality. Being a college student, Mark Zuckerberg dreamed about a connected society and he invented Facebook to connect people with one another.

If one is unable to create a website, a college, or institution can provide a chance to connect with others and to change the whole world by making his dreams come true.

If anyone desires a higher salary, he must feel lucky. American Institute for Economic Research states that college students aged 25-32 earn $17,000 more every year than those who didn’t attend college, and 72% of millennials state that their degree has already paid them off. And those over 32 need not worry, they can also earn more. They are not over age and can find their dreams become one step closer to reality.

9. Confidence and staying power

A degree is certified proof of one’s intelligence. Even if one gets a certificate in a certain subject at the high school level, it is proof to show the outside world the talent and skills he has. This gives an in-depth knowledge of the subject and he can stick out a challenging scenario to the end.

He can get through the difficult time, the deadlines, and the time spent in front of the computer and madly writing the paper.  This builds confidence in himself and others to believe in him.

With all the dedicated time to studying the latest books, and papers, and learning through subjects, one can have an in-depth understanding of the subject matter. The others may have only general knowledge and do not know all these techniques for a prosperous future.

10. Education polishes financial intelligence

By getting an education at the college level, the student is able to manage his finance and can have sufficient cash in short term to bear the expenses of studies. He can do things like work out part-time and earn $100. This teaches the student the budgeting skills and economic understanding that lead him to get success in life.

11. Education channelize energy

Education helps to channel the energies. One wants to learn woodwork or business economics. He may want to learn how to sing a song or coding, he can get a chance to follow a curriculum from the beginning to the end and his energies are charged, and he achieves his targeted goals. When one learns a new skill or subject, it helps him feel more energetic, purposeful, and positive about life.

12. Education equips individuals with the skills that businesses seek

Education is an essential tool that provides students with the skills that companies are looking for. As you progress through a college degree, you learn how to manage your time, handle several tasks at the same time, interact with all kinds of people and acquire new skills that companies are seeking.

13. Education creates connections and encounters new individuals

College life is not limited to classes and peers, It builds networks with partners, alumni, and more. Joining an online community offers opportunities to connect with like-minded individuals, gain clarity on your ideas, and develop valuable communication skills. In the professional world, companies value those who can engage in online communities and effectively represent their brand.

Education is a social process. Education is growth. Education not a preparation for life; education is life itself

14. You will stay updated with evolving technologies

By enrolling in an academic program at Universities or colleges accredited university, you acquire in-demand technological skills sought after by hiring companies. Empowering your education, this digital experience becomes your pathway to success.

15. You will discover and define your career interests

Pursuing a degree helps you discover and refine your professional interests, career goals, and available opportunities. Higher education provides valuable resources, contacts, and networks to explore your chosen path. It gives you a clearer understanding of your capabilities and guides you in securing employment in your field after graduation.

16. Education enhances your time management abilities

While pursuing full-time education, you may combine various responsibilities such as work and managing household finances. The pursuit of education naturally sharpens your time management skills , a sought-after trait by global employers, ensuring a path to success amidst life’s multifaceted demands.

17. You will not be overlooked

In the past, rural societies had limited education, but now digital technologies are pervasive , emphasizing the need for basic high school qualifications in technology, communication, and global outreach. However, a high school degree is often just the starting point for entering the workforce.

Real-Time Examples

Here are some real-time examples of some influential educated personalities who got success through it.

Education is the movement from darkness to light

Oprah Winfrey:   She came from a poor family and brought up by her grandmother, became a successful American talk show host. She credits her success to her education and the opportunities it provided her.

Bill Gates: A college dropout but continued his education through self-study. He was a business tycoon and co-founded Microsoft and became one of the richest people in the world.

J.K. Rowling :   A British author and philanthropist who wrote Harry Potter book. She was a single mother living on welfare. Her education helped her develop the writing skills she needed to create a successful series that has sold over 600 million copies worldwide. It is translated into 84 languages.

Elon Musk : Getting multiple degrees in physics and economics, he has used his education to become one of the most successful entrepreneurs and business magnets in history. He is the CEO and chief engineer of SpaceX.

Malala Yousafzai : She is Noble Peace Laureate and an advocate for girls’ education. Her education gave her the knowledge and skills she needed to fight for what she believed in. 

Nelson Mandela : He was imprisoned for 27 years but continued to study in prison and earn a law degree. His education helped him become one of the most influential leaders in history. He became the first president of South Africa.

Michelle Obama : She belongs to a working-class family and got degrees from Princeton and Harvard. Her education helped her become a successful lawyer, author, and First Lady of the United States.

Warren Buffett : He is one of the most successful business tycoons and investors in history and has credited his success to his education. He got a degree in business from the University of Nebraska and became one of the richest people in the world.

Sheryl Sandberg : She is the Chief Operating Officer (COO) of Facebook and has credited her success to her education. She earned degrees from Harvard and Oxford and has used her education to become one of the most influential women in tech.

Mark Zuckerberg : He dropped out of college but later returned to earn his studies and got a degree from Havard. He is an entrepreneur and co-founder of Facebook. He is considered one of the most influential people in the world.

Education is a gift that not only expands minds but also broadens the horizons and it is an enrichment for life. It is helpful in breaking into new industries and boosting overall confidence. 

Although one has to study for long days in the library or at home working on a laptop can be tough, one learns a lot of life-boosting, powerful practical skills while doing assignments, that will be beneficial for them forever.

Acquiring education beyond high school is the gateway to success. In our interconnected society, where opportunities and expectations constantly rise, continuous learning is crucial for knowledge and performance.

Education is not the answer to the question. Education is the mean to the answer to all the questions

Anila Ibrahim

An educationist, web content writer, equipped with an LLB and a Master’s degree in English Literature, as well as a Master of Philosophy in Entrepreneurship. I have a comprehensive understanding of both the English language and the educational landscape. This academic background empowers Anila to deliver content that is not only informative but also thoroughly researched.

23 thoughts on “ Why Education is The Key to Success? 17 Appealing Reasons ”

Informative description.

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Education is Fundamental to Development and Growth

Elizabeth king.

Education is fundamental to development and growth. The human mind makes possible all development achievements, from health advances and agricultural innovations to efficient public administration and private sector growth. For countries to reap these benefits fully, they need to unleash the potential of the human mind. And there is no better tool for doing so than education.

Twenty years ago, government officials and development partners met to affirm the importance of education in development—on economic development and broadly on improving people’s lives—and together declared Education for All as a goal. While enrolments have risen in promising fashion around the world, learning levels have remained disappointingly and many remain left behind. Because growth, development, and poverty reduction depend on the knowledge and skills that people acquire, not the number of years that they sit in a classroom, we must transform our call to action from Education for All to Learning for All.

The World Bank’s forthcoming Education Strategy will emphasize several core ideas: Invest early. Invest smartly. Invest in learning for all .

First, foundational skills acquired early in childhood make possible a lifetime of learning. The traditional view of education as starting in primary school takes up the challenge too late. The science of brain development shows that learning needs to be encouraged early and often, both inside and outside of the formal schooling system. Prenatal health and early childhood development programs that include education and health are consequently important to realize this potential. In the primary years, quality teaching is essential to give students the foundational literacy and numeracy on which lifelong learning depends. Adolescence is also a period of high potential for learning, but many teenagers leave school at this point, lured by the prospect of a job, the need to help their families, or turned away by the cost of schooling. For those who drop out too early, second-chance and nonformal learning opportunities are essential to ensure that all youth can acquire skills for the labor market. 

Second, getting results requires smart investments —that is, investments that prioritize and monitor learning, beyond traditional metrics, such as the number of teachers trained or number of students enrolled. Quality needs to be the focus of education investments, with learning gains as the key metric of quality.  Resources are too limited and the challenges too big to be designing policies and programs in the dark. We need evidence on what works in order to invest smartly.

Third, learning for all means ensuring that all students, and not just the most privileged or gifted, acquire the knowledge and skills that they need. Major challenges of access remain for disadvantaged populations at the primary, secondary and tertiary levels. We must lower the barriers that keep girls, children with disabilities, and ethnolinguistic minorities from attaining as much education as other population groups. “Learning for All” promotes the equity goals that underlie Education for All and the MDGs. Without confronting equity issues, it will be impossible to achieve the objective of learning for all.

Achieving learning for all will be challenging, but it is the right agenda for the next decade. It is the knowledge and skills that children and youth acquire today—not simply their school attendance—that will drive their employability, productivity, health, and well-being in the decades to come, and that will help ensure that their communities and nations thrive.

Read the full text of my speech to the Education World Forum here.

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50 of the Best Quotes About Education

Learn as if you were to live forever.

Being an educator is not always the easiest job, but knowing you have made an impact on students’ lives can be so rewarding. Through all of the good times and bad, you continue to persevere and provide education to students of all backgrounds and abilities. We collected 50 of the best quotes about education to celebrate the best parts of teaching, learning, and the impact they have on the world.

Our Favorite Quotes About Education

“education is our passport to the future, for tomorrow belongs only to the people who prepare for it today.” — malcolm x.

“Education is one thing no one can take away from you.” — Elin Nordegren

“Education’s purpose is to replace an empty mind with an open one.” — Malcolm Forbes

“The whole purpose of education is to turn mirrors into windows.” — Sydney J. Harris

“Learning is not attained by chance, it must be sought for with ardor and attended to with diligence.” — Abigail Adams

“An investment in knowledge pays the best interest.” — Benjamin Franklin

“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela

“The function of education is to teach one to think intensively and to think critically. … Intelligence plus character—that is the goal of true education.” — Martin Luther King Jr.

“A person who won’t read has no advantage over a person who can’t read.” — Mark Twain

“Education is not the filling of a pail but the lighting of a fire.” — Unknown

“Education is the key to unlock a golden door of freedom.” — George Washington Carver

“The great aim of education is not knowledge but action.” — Herbert Spencer

“The goal of education is the advancement of knowledge and the dissemination of truth.” — John F. Kennedy

“The great difficulty in education is to get experience out of ideas.” — George Santayana

“The roots of education … are bitter, but the fruit is sweet.” — Aristotle

“Education must not simply teach work, it must teach Life.” — W.E.B Du Bois

“Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.” — Horace Mann

“I believe that education is all about being excited about something. Seeing passion and enthusiasm helps push an educational message.” — Steve Irwin

“Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.” — Sidney Hook

“All real education is the architecture of the soul.” — William Bennett

“Education is the key which will unlock the door of opportunity for you.” — Gordon B. Hinckley

“I did then what I knew how to do. Now that I know better, I do better.” — Maya Angelou

“Everyone you will ever meet knows something you don’t.” — Bill Nye

“The highest result of education is tolerance.” — Helen Keller

“Educating the mind without educating the heart is no education at all.” — Aristotle

“To teach is to learn twice.” — Joseph Joubert

“The mind is not a vessel to be filled, but a fire to be kindled.” — Plutarch

“Tell me and I forget. Teach me and I remember. Involve me and I learn.” — Benjamin Franklin

“Education breeds confidence. Confidence breeds hope. Hope breeds peace.” — Confucius

“The art of teaching is the art of assisting discovery.” — Mark Van Doren

“Children must be taught how to think, not what to think.” — Margaret Mead

“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.” — Henry Ford

“A teacher affects eternity; he can never tell where his influence stops.” — Henry Brooks Adams

“They may forget what you said but they will never forget how you made them feel.” — Carl W. Buehner

“A good teacher must be able to put himself in the place of those who find learning hard.” — Eliphas Levi

“One child, one teacher, one book, and one pen can change the world.” — Malala Yousafzai

“Teachers are the one and only people who save nations.” — Mustafa Kemal Atatürk

“Self-education is, I firmly believe, the only kind of education there is.” — Isaac Asimov

“Real education must ultimately be limited to one who INSISTS on knowing, the rest is mere sheep-herding.” — Ezra Pound

“Education is for improving the lives of others and for leaving your community and world better than you found it.” — Marian Wright Edelman

“It is only the ignorant who despise education.” — Publilius Syrus

“A writer should get as much education as possible, but just going to school is not enough; if it were, all owners of doctorates would be inspired writers.” — Gwendolyn Brooks

“I do not want art for a few, any more than education for a few, or freedom for a few.” — William Morris

“Real education should educate us out of self into something far finer; into a selflessness which links us with all humanity.” — Nancy Astor

“It makes little difference how many university courses or degrees a person may own. If he cannot use words to move an idea from one point to another, his education is incomplete.” — Norman Cousins

“The child who desires education will be bettered by it; the child who dislikes it disgraced.” — John Ruskin

“Education is our only political safety. Outside of this ark all is deluge.” — Horace Mann

“Education is learning what you didn’t even know you didn’t know.” — Daniel J. Boorstin

“Instruction ends in the schoolroom, but education ends only with life. A child is given to the universe to be educated.” — Frederick William Robertson

“Education is a better safeguard of liberty than a standing army. If we retrench the wages of the schoolmaster, we must raise those of the recruiting sergeant.” — Edward Everett

Like these quotes about education? Check out these team-building quotes for classrooms and schools .

Come share your favorite motivational quotes about education in the we are teachers helpline group on facebook .

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Essay on Education Is the Key to Success

Students are often asked to write an essay on Education Is the Key to Success in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Education Is the Key to Success

Introduction.

Education is a significant tool that guides us to a bright future. It helps us to develop our skills, learn new things, and achieve our dreams.

Importance of Education

Education and success.

Success is often linked with education. It equips us with the tools needed to overcome challenges, reach our goals, and succeed in life.

In conclusion, education is the key to success. It empowers us to reach our full potential and lead a successful life.

250 Words Essay on Education Is the Key to Success

The power of education.

Education is a transformative tool that paves the way to success. It is a fundamental pillar of society, shaping the minds of the young and old alike. It imparts knowledge, develops critical thinking, and fosters creativity, thereby enabling individuals to navigate the world confidently and effectively.

Education and Personal Development

Education is instrumental in personal development. It equips individuals with the necessary skills and knowledge to make informed decisions, solve complex problems, and adapt to changing circumstances. Furthermore, it inculcates values of empathy, respect, and social responsibility, which are essential for harmonious coexistence in a diverse society.

The Socio-Economic Impact of Education

Education has significant socio-economic impacts. It opens doors to better job opportunities, leading to improved living standards. It also promotes economic growth by fostering innovation and entrepreneurship. Moreover, education empowers individuals and communities, reducing social inequalities and promoting social mobility.

Education and the Future

The importance of education will only increase in the future. With advancements in technology and the rise of the knowledge economy, education will be the key that unlocks the potentials of individuals and societies. It will prepare us for the challenges and opportunities of the future, ensuring our success in an increasingly interconnected and competitive world.

500 Words Essay on Education Is the Key to Success

Education is viewed universally as the gateway to prosperity. It provides individuals with the knowledge and skills necessary to understand and navigate the world. More than just academic learning, education encompasses the comprehensive set of abilities to solve problems, interact with others, and adapt to an ever-changing environment. The idea that “Education is the Key to Success” is not just a statement, but a comprehensive understanding of how one can progress in life.

The Role of Education in Personal Development

Education plays a pivotal role in the personal development of individuals, equipping them with the necessary skills to participate effectively in society. It fosters critical thinking, decision-making, and problem-solving skills. These skills are essential in today’s world, where the ability to analyze information, make informed decisions, and solve complex problems is highly valued. Education also nurtures creativity and innovation, which are key drivers of success in the modern world.

Education and Economic Progress

Education is a powerful tool for economic development, both at an individual and societal level. It is a well-established fact that educated individuals generally have better job opportunities, earn higher wages, and are more likely to contribute to economic growth. On a broader scale, education is crucial for the economic advancement of a nation. It equips the workforce with the skills needed to compete in the global market, drive innovation, and sustain economic growth.

The Social Dimension of Education

Education as a catalyst for change.

Education is a powerful catalyst for change, driving progress in areas such as health, governance, and environmental sustainability. It empowers individuals to make informed choices about their health, participate actively in their communities, and contribute to sustainable development.

If you’re looking for more, here are essays on other interesting topics:

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What you need to know about the right to education

The Universal Declaration of Human Rights affirms that education is a fundamental human right for everyone and this right was further detailed in the Convention against Discrimination in Education. What exactly does that mean?

Why is education a fundamental human right?

The right to education is a human right and indispensable for the exercise of other human rights.

• Quality education aims to ensure the development of a fully-rounded human being.
• It is one of the most powerful tools in lifting socially excluded children and adults out of poverty and into society. UNESCO data shows that if all adults completed secondary education, globally the number of poor people could be reduced by more than half.
• It narrows the gender gap for girls and women. A UN study showed that each year of schooling reduces the probability of infant mortality by 5 to 10 per cent.
• For this human right to work there must be equality of opportunity, universal access, and enforceable and monitored quality standards.

What does the right to education entail?

• Primary education that is free, compulsory and universal
• Secondary education, including technical and vocational, that is generally available, accessible to all and progressively free
• Higher education, accessible to all on the basis of individual capacity and progressively free
• Fundamental education for individuals who have not completed education
• Professional training opportunities
• Equal quality of education through minimum standards
• Quality teaching and supplies for teachers
• Adequate fellowship system and material condition for teaching staff
• Freedom of choice

What is the current situation?

• About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.

155 countries legally guarantee 9 years or more of compulsory education

• Only 99 countries legally guarantee at least 12 years of free education
• 8.2% of primary school age children does not go to primary school  Only six in ten young people will be finishing secondary school in 2030 The youth literacy rate (15-24) is of 91.73%, meaning 102 million youth lack basic literacy skills.

  How is the right to education ensured?

The right to education is established by two means - normative international instruments and political commitments by governments. A solid international framework of conventions and treaties exist to protect the right to education and States that sign up to them agree to respect, protect and fulfil this right.

How does UNESCO work to ensure the right to education?

UNESCO develops, monitors and promotes education norms and standards to guarantee the right to education at country level and advance the aims of the Education 2030 Agenda. It works to ensure States' legal obligations are reflected in national legal frameworks and translated into concrete policies.

• Monitoring the implementation of the right to education at country level
• Supporting States to establish solid national frameworks creating the legal foundation and conditions for sustainable quality education for all
• Advocating on the right to education principles and legal obligations through research and studies on key issues
• Maintaining global online tools on the right to education
• Enhancing capacities, reporting mechanisms and awareness on key challenges
• Developing partnerships and networks around key issues

  How is the right to education monitored and enforced by UNESCO?

• UNESCO's Constitution requires Member States to regularly report on measures to implement standard-setting instruments at country level through regular consultations.
• Through collaboration with UN human rights bodies, UNESCO addresses recommendations to countries to improve the situation of the right to education at national level.
• Through the dedicated online Observatory , UNESCO takes stock of the implementation of the right to education in 195 States.
• Through its interactive Atlas , UNESCO monitors the implementation right to education of girls and women in countries
• Based on its monitoring work, UNESCO provides technical assistance and policy advice to Member States that seek to review, develop, improve and reform their legal and policy frameworks.

What happens if States do not fulfil obligations?

• International human rights instruments have established a solid normative framework for the right to education. This is not an empty declaration of intent as its provisions are legally binding. All countries in the world have ratified at least one treaty covering certain aspects of the right to education. This means that all States are held to account, through legal mechanisms.
• Enforcement of the right to education: At international level, human rights' mechanisms are competent to receive individual complaints and have settled right to education breaches this way.
• Justiciability of the right to education: Where their right to education has been violated, citizens must be able to have legal recourse before the law courts or administrative tribunals.

  What are the major challenges to ensure the right to education?

• Providing free and compulsory education to all
• 155 countries legally guarantee 9 years or more of compulsory education.
• Only 99 countries legally guarantee at least 12 years of free education.
• Eliminating inequalities and disparities in education

While only 4% of the poorest youth complete upper secondary school in low-income countries, 36% of the richest do. In lower-middle-income countries, the gap is even wider: while only 14% of the poorest youth complete upper secondary school, 72% of the richest do.

• Migration and displacement

According to a 2019 UNHCR report, of the 7.1 million refugee children of school age, 3.7 million - more than half - do not go to school. 

• Privatization and its impact on the right to education

States need to strike a balance between educational freedom and ensuring everyone receives a quality education.

• Financing of education

The Education 2030 Agenda requires States to allocate at least 4-6 per cent of GDP and/or at least 15-20 per cent of public expenditure to education.

• Quality imperatives and valuing the teaching profession

Two-thirds of the estimated 617 million children and adolescents who cannot read a simple sentence or manage a basic mathematics calculation are in the classroom.

• Say no to discrimination in education! - #RightToEducation campaign

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For a Returning Citizen, Financial Education Is the Key to Starting a Second Act

How a JPMorgan Chase program is giving returning citizens the opportunity and education they need to succeed.

March 30, 2023

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Andre H. was uneasy. He had six months left on his prison sentence, and the idea of life after release left him nervous.

“I was excited and happy to be going home, but there was some fear,” he recalls. "There are things you don’t think about until you’re faced with them — things like financial literacy, which you’re going to need. You’re going to need a bank account when you get out.”

Those concerns prompted Andre to sign up for financial literacy classes organized through Reach Success, a Cleveland, Ohio, nonprofit. It helps incarcerated people transition back into society through its Inside Out program, which provides access to stable housing, educational pathways, career options and other needed resources.

There’s a significant need for such initiatives: The United States is home to roughly five million formerly incarcerated people. One in three Americans have an arrest or conviction record, making it difficult to secure gainful employment and tap into economic opportunity.

JPMorgan Chase provides philanthropic capital to Reach Success to support its re-entry efforts, and the bank’s employees lead the program’s financial literacy workshops.

The financial aspect of Inside Out felt particularly valuable to Andre. “It was almost priceless,” he recalls.

Support Plus Opportunity Equals Success

The workshops Andre attended were led by Dominic Wright, a Vice President in the JPMorgan Private Bank and Denise Steele, the Community Engagement Manager on JPMorgan Chase’s Corporate Responsibility team. The pair provided attendees with a wealth of educational materials on financial topics like how to overcome identity theft, a common challenge among people re-entering society; how to access your credit report while incarcerated; and how to open a bank account once released.

At the end of each workshop, the duo gave attendees a question that they had to answer before the next class. “Guys would get together, go to the library, research and see if they could come up with the answer,” says Andre.

“The assignments kept engagement high. “To see the interest and to see how much they loved what we were going over was really meaningful,” says Wright.

Steele concurs, recounting a moment she won’t forget. One of the participants told her and Wright that he didn’t know what to expect from the class, because he didn’t like attending school. Afterward, he told Steele, “The presentation was amazing. Now I’m thinking about returning to school to go to college.”

Andre’s Continuing Journey

Speaking of college, the program has helped Andre achieve another dream: After his release from prison, he went on to earn a bachelor’s degree in business from Ashland University in Ohio. He graduated magna cum laude. Currently, Andre is working as an electrician’s apprentice, and is planning to attend graduate school to earn an MBA.

And his relationship with JPMorgan Chase didn’t end after those financial trainings. After his release, Andre visited a Chase branch in Cleveland to open an account. He noted how “comforting” it was that the manager there was already aware of the firm’s programs for returning citizens. 

“She understood immediately. I didn’t have to overly explain my situation, and that meant a lot,” he says.

“People that made mistakes sometimes just never had a chance to do anything different,” says Reach Success founder Bill Horning. “But now if we can give them a vision of a different world…Holy cow, it’s amazing what they can become.”

Changes on the Horizon

Widespread challenges faced by people both while incarcerated and post-release point to systemic issues. Reach Success’s work is paving the way for system-wide solutions.

For example, the financial workshops run through JPMorgan Chase and Reach Success’s partnership alerted Ohio’s correctional administrators to the high incidence of identity theft among incarcerated populations. In response, the Ohio Department of Rehabilitation and Correction is considering instituting a policy to help incarcerated people access credit freezes.

While Reach Success and JPMorgan Chase are aiming for systemic change, the organizations never lose sight of the individual.

“Reach Success never made me feel like a number,” Andre says. “They followed up with me. They got in contact with my family before I left incarceration, and they are still in contact. They call me directly and see if I need anything. They’re actually there for you.”

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Report: What Works in Recruiting Diverse Students to the Humanities

New research from the National Humanities Alliance seeks to break barriers to participation for historically underserved communities in humanities programs through highlighting effective initiatives.

By  Ashley Mowreader

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Humanities faculty and departments can do more to recruit diverse students by removing hurdles to studying the field.

Andrii Zastrozhnov/iStock/Getty Images Plus

As higher education in general becomes more diverse, ensuring students have equal opportunities to pursue and explore various academic divisions is key. Some majors, including those in STEM, have historically been exclusive to certain under-resourced student groups due to gatekeeper courses which require extensive academic preparation. Others have less clear obstacles.

Researchers from the National Humanities Alliance sought to understand what factors acted as gatekeepers to student participation in the humanities and how institutional leaders and practitioners could better serve learners from diverse backgrounds. A new report, published June 18 , details four common concerns held by students, as detailed by faculty and administrators, and different interventions colleges and universities can utilize to boost student interest and engagement in the field.

The report builds on 2021 research , which addresses recruitment strategy concerns for colleges and universities facing declining numbers of humanities students.

Methodology: Data represents over 300 responses from deans and associate deans who represent the humanities, as well as faculty, department chairs and humanities center directors from two- and four-year institutions across the U.S. and its territories.

The survey did not define “students from historically underrepresented groups,” to allow respondents to “apply this term freely to their unique contexts,” according to the report. Respondents highlighted first-generation students, Black, Latino, Pacific Islander, Native American students, underserved K-12 populations and community college transfers in the study.

Researchers also conducted interviews with faculty and administrators to learn more about interventions to address barriers and improve diversity and belonging in their programs.

The report contains a total of 15 case studies divided into two groups: initiatives to engage and support students in the humanities, and interventions for the whole campus community focused on increasing representation of underrepresented student groups.

Survey says: The survey highlighted four major barriers that hinder students from studying the humanities:

• Traditional curricula feels out of touch. Highly diverse student populations hold different needs and interests and are often inadequately represented in course materials.
• Concerns about job prospects. In recent years, the humanities have served as an example among parents, college counselors and the general public of an area that will produce underpaid college graduates, despite research highlighting the opposite to be true . The trend to steer students’ choices toward STEM may be particularly acute among communities that lacked previous opportunities to participate in higher education, according to the report.  
• Lack of diverse faculty. An institution’s humanities department may not reflect the diversity among students, which could create cultural isolation among students in those programs, threatening their feelings of belonging.
• Unfamiliarity with the humanities. Sometimes students are wholly unfamiliar with the concept of the humanities, particularly those coming from underserved K-12 schools, which makes them less inclined to pursue a degree in the field.

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Solutions: To address these concerns, college and university leaders should consider:

• Revamping curricula. This can involve updating and diversifying curricula, creating traditional ethnic and gender studies programs, creating programs for social justice and identity and having more applied humanities and interdisciplinary programs. James Madison University overhauled its general education requirements related to the humanities to provide better connections to students’ program of choice, making less connections to geographic regions and more to skills and knowledge acquisition, which helped attract first-generation students.
• Reassuring students of career prospects. Professors and administrators should highlight career pathways to ease student anxieties around employability after graduation, including creating partnerships with career services, sharing data and stories of alumni and engaging employers. Pace University’s Writing for Diversity and Equity in Theater and Media program requires students to complete humanities and theater courses, as well as engage with working professionals on a regular basis through master classes and field trips, to build professional development.
• Combatting cultural isolation. Not every institution will be able to invest in hiring diverse faculty members for a variety of reasons, but programs that center around student expression and opportunities to address questions of identity can attract students from underrepresented groups. The University of Washington hosts a Center for American Indian and Indigenous Studies to help recruit and retain Native faculty at the university, as well as provides an American Indian studies degree program to support Native learners.
• Making the humanities legible. Departmental staff should make the humanities and curricula more approachable to pitch the value of the humanities to learners, both in upper-level and general education courses, as well as in first-year experiences. Working with admissions, recruitment and marketing staff can help hone this pitch. The University of California, Los Angeles, created Humanities Welcome to highlight the value of the humanities knowledge and skills and how they can apply to students’ values and hopes for their college experience.  

Additional case study examples and interventions that support specific learner groups are highlighted in the full report.

If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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The key to government’s generative ai success bringing in an ai operator.

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Eric Velte is ASRC Federal 's chief technology officer with 25 years of experience in computer science and technical solutions.

As the federal government continues to explore the seemingly unlimited potential of generative AI, or GenAI, the question of how to regulate the technology supersedes the discussion around its many benefits. The public is skeptical of AI—and for good reason, with so much of the attention on the technology questioning its safety and whether it’s an ethical tool in certain scenarios.

Between the U.S. Department of Commerce’s National Institute of Standards and Technology (NIST) establishing the U.S. AI Safety Institute Consortium and the U.S. Army strategizing how to promote responsible AI adoption, government leaders continue to prioritize identifying the best practices of AI—and how to limit adversarial threats and algorithmic biases through responsible deployment along the way.

The AI Operator: An Indisputable Asset

As more agencies implement AI for their missions , the government must establish a synergistic relationship between personnel and AI—and quickly. This necessitates a new role, the "AI operator," who can help agencies strike a balance between adopting the tech when and where the agency can benefit from it and ensuring the proper checks and balances exist between the tech and personnel. AI operators would bring a deep understanding of the technology for which they're responsible, helping their organizations adhere to proper risk controls to build and maintain trust with employees and citizens.

An AI operator's role is especially critical when it comes to GenAI. By providing the necessary oversight and comprehensive analysis of current GenAI pilot programs, this role can show decision-makers the tangible benefits of this technology. AI operators can illuminate previously unseen advantages and applications of GenAI, expanding its potential beyond the known use cases.

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As GenAI's capabilities continue to mature, equipping organizations with dedicated personnel deeply ingrained in the nuances of the technology will be vital to safeguard against security risks, as evidenced by the DOD’s recent announcement of a GenAI task force . Ideal AI operators will possess extensive insight into AI's security challenges, potential biases and ethical implications.

Although GenAI has the potential to significantly optimize agency operations, the federal government must first prepare for its security obstacles before it can reap the benefits. With their sole focus on optimizing the use of GenAI, AI operators would be responsible for guiding the development, training and testing of AI models to intimately understand their weaknesses, like data privacy.

GenAI systems leverage extensive datasets, and federal agencies often face heightened challenges, as they possess sensitive data and information adversaries target. AI operators would devise tailored cybersecurity measures to combat the data challenges GenAI poses and enhance system resilience to mitigate cyberattacks. Additionally, compliance is always a part of the conversation when it comes to emerging technologies. AI operators should be experts in AI regulations and standards to ensure systems comply with federal and industry requirements.

Championing Adoption To Gain Buy-In

Possibly, the most impactful role AI operators can play is as an intermediary between the personnel utilizing the technology in day-to-day operations and the leaders responsible for investing in it. To garner buy-in from leadership, AI operators should not only demonstrate the value of AI adoption but also reduce many of the concerns associated with AI. By highlighting GenAI's strengths, AI operators can appeal to federal leadership and the general public on the advantages of agency GenAI adoption, such as enhanced decision-making, cost savings and improved efficiencies.

Dedicating personnel solely focused on AI could transform how we approach implementation. AI operators bring human perspectives to GenAI by acting as a safeguard during the training and development of AI systems. Infusing GenAI with the human element helps mitigate algorithmic biases and security challenges.

Overall, investing in AI operators could yield substantial returns. Having dedicated AI personnel and a focus on an AI operator at all life cycles mitigates security and ethical risks, helping agencies keep pace with the latest developments of the technology, like GenAI, and ultimately altering the federal landscape by bolstering civilian and leadership buy-in and optimizing use cases.

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Teaching & Research Administrative Assistant

• Madison, Wisconsin
• SCHOOL OF HUMAN ECOLOGY/PRE-SCHOOL LABORATORY
• Administration
• Staff-Full Time
• Opening at: Jun 18 2024 at 14:45 CDT
• Closing at: Jul 9 2024 at 23:55 CDT

Job Summary:

The Teaching and Research Administrative Assistant is a key member of the Child Development Lab (CDL) Teaching and Research Team. Our vision is to become the local, national, and international leader in early childhood development and the ecology of child wellbeing by integrating the highest quality early childhood learning experience with excellence in teaching, research, and outreach. The CDL Teaching and Research Administrative Assistant will balance working independently with working as an integral part of a team to contribute to the CDL's success as a laboratory school. This position provides comprehensive administrative support to the CDL Teaching and Research team. It manages teaching and research activities in the CDL, serving as the first point of contact for visiting instructors, researchers, and students; receiving and responding to inquiries about our university teaching and research activities; and ensuring these teaching and research activities support the well-being and development of our children and families.

Responsibilities:

• 25% Schedules logistics and secures resources for meetings, conferences, travel, and work unit operations
• 20% Serves as a first point of contact for individuals and groups, provides basic organizational information via phone, in person and through other communication mediums, and routes more complex inquiries to the appropriate entities
• 10% Collects, analyzes, and prepares various communication materials from established sources utilizing technology mediums
• 15% Sends, receives, copies, and distributes communications to the appropriate entities according to established policies and procedures under general supervision
• 15% Maintains established methods and organizational systems directed at the maintenance of electronic/physical records related to work operations according to established policies and procedures
• 10% Develops and disseminates materials to communicate CDL research and teaching activities to a broad array of stakeholders using multiple platforms
• 5% Builds and maintains relationships with CDL stakeholders including children, families, teachers, interns, and community programs

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required H.S. Diploma

Qualifications:

The Child Development Lab (CDL) Teaching and Research Team seeks individuals who possess the following skills and abilities: - Proficient in use of Microsoft Office suite and/or Google Workspace applications - Ability and willingness to carefully follow policies and procedures and they relate to child care licensing, the CDL program, and university research - Meet and maintain WI DCF Child Care Licensing requirements to be responsible for supervision of children during teaching and research activities, including fingerprint-based criminal background check, health clearance, and required trainings - Meet the physical requirements to be fully present and able to care for young children Well qualified candidates will also possess: - One or more years of experience working in a professional administrative capacity - Experience working effectively within a diverse community of children and families - Ability to communicate complex information in a clear and organized manner in both written and verbal forms - Ability to provide skillful customer service - Experience working effectively both independently and as part of a team - Ability to provide timely follow-through with a keen attention to detail - Ability to take initiative to manage tasks including prioritizing multiple tasks and responsibilities - Willingness to learn new software applications - Knowledge of and/or willingness to learn academic policies and procedures

Work Schedule:

Monday through Friday 8:15 AM to 4:50 PM. Some nights and weekends may be required to attend professional development activities and/or other SoHE/CDL events.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $18.50 HOURLY Depending on Qualifications The starting annual base salary for this position is listed as $18.50 an hour but may be negotiable based on experience and qualifications. Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits.

Additional Information:

CHILD DEVELOPMENT LAB (CDL): A unique early care and education program for young children 0-5 years of age that also provides a teaching and research laboratory setting for university students, faculty and staff. The CDL is state-licensed, City of Madison-accredited, and nationally-accredited by NECPA and is located in a state-of-the-art teaching and research facility on the beautiful UW-Madison campus. The CDL is licensed for 87 children and offers year-round programming. The CDL's tripartite mission is: (1) to provide UW students with carefully supervised training opportunities associated with their course of study; (2) to provide a population and a setting in which UW faculty and students can conduct research on issues related to child development, early learning and family studies; and (3) to engage in outreach activities, such as hosting professionals and scholars from around the world, serving on committees, providing continuing education to other teachers in the community and helping to organize community service projects. The Child Development Lab has provided excellence in early childhood education, research, and child development training for infants, toddlers, and preschoolers since its inception in 1926. The CDL is the first preschool laboratory of its kind in Wisconsin, and it was the first laboratory school in the nation to receive accreditation by the National Association for the Education of Young Children (NAEYC) in the 1980s. See https://childdevelopmentlab.wisc.edu/   SCHOOL OF HUMAN ECOLOGY: The mission of the School of Human Ecology is to understand the complex relationships and interdependence among individuals, groups and families, and to focus on quality-of-life issues through research, creative innovation, education, and outreach. The School has four academic departments (Civil Society and Community Studies, Consumer Science, Design Studies, and Human Development & Family Studies) with a collective undergraduate enrollment of 2,100 students, and 100 graduate students. See https://humanecology.wisc.edu/   UW-MADISON: The University of Wisconsin-Madison has a strong reputation as a research university and for producing research that improves people's lives. The University consistently ranks among the top 6 institutions in national research expenditures. In 2015, the University received a community engagement award from the Carnegie Foundation for its commitment to deeply engaging with local, regional, national, and global communities. It is a land-grant institution with an enrollment of about 43,000 students. Madison (pop. 243,000) is the state capital and combines the culture of a large urban area with the comfort of a small city. See http://wisc.edu  

How to Apply:

Please click on the "Apply Now" button to start the application process. We are eager to learn more about how your experience and passion may align with this position. Please submit a cover letter referring to your related work experience and a resume detailing your educational and professional background. The application reviewers will be relying on written application materials to determine who may advance to preliminary interviews. You will also be asked to supply information for three references in the application process. References may be contact for all finalists and will not be contacted without prior notification to the candidate.

Kyle Brown [email protected] 608-263-2383 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Administrative Assistant II(AD002)

Department(s):

A27-SCHOOL OF HUMAN ECOLOGY/PRE-SCHOOL LAB/LINDEN

Employment Class:

University Staff-Ongoing

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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