a short note on education

Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

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Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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education, community-building and change

What is education? A definition and discussion

Picture: Dessiner le futur adulte by Alain Bachellier. Sourced from Flickr and reproduced under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) licence. http://www.flickr.com/photos/alainbachellier/537180464/

Education is the wise, hopeful and respectful cultivation of learning and change undertaken in the belief that we all should have the chance to share in life.

Mark k smith explores the meaning of education and suggests it is a process of being with others and inviting truth and possibility., contents : introduction • education – cultivating hopeful environments and relationships for learning • education, respect and wisdom • education – acting so all may share in life • conclusion – what is education • further reading and references • acknowledgements • how to cite this piece, introduction.

When talking about education people often confuse it with schooling. Many think of places like schools or colleges when seeing or hearing the word. They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of schools and teachers operate is not necessarily something we can properly call education. They have chosen or fallen or been pushed into ‘schooling’ – trying to drill learning into people according to some plan often drawn up by others. Paulo Freire (1973) famously called this banking – making deposits of knowledge. Such ‘schooling’ too easily descends into treating learners like objects, things to be acted upon rather than people to be related to.

Education, as we understand it here, is a process of inviting truth and possibility, of encouraging and giving time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living’. In this view educators look to learning and being with others rather than acting upon them. Their task is to educe (related to the Greek notion of educere ), to bring out or develop potential both in themselves and others. Such education is:

Deliberate and hopeful. It is learning we set out to make happen in the belief that we all can ‘be more’;
Informed, respectful and wise. A process of inviting truth and possibility.
Grounded in a desire that at all may flourish and share in life . It is a cooperative and inclusive activity that looks to help us to live our lives as well as we can.

In what follows we will try to answer the question ‘what is education?’ by exploring these dimensions and the processes involved.

Education – cultivating hopeful environments and relationships for learning

It is often said that we are learning all the time and that we may not be conscious of it happening. Learning is both a process and an outcome. As a process, it is part of being and living in the world, part of the way our bodies work. As an outcome, it is a new understanding or appreciation of something.

In recent years, developments in neuroscience have shown us how learning takes place both in the body and as a social activity. We are social animals. As a result, educators need to focus on creating environments and relationships for learning rather than trying to drill knowledge into themselves and others.

Teachers are losing the education war because our adolescents are distracted by the social world. Naturally, the students don’t see it that way. It wasn’t their choice to get endless instruction on topics that don’t seem relevant to them. They desperately want to learn, but what they want to learn about is their social world—how it works and how they can secure a place in it that will maximize their social rewards and minimize the social pain they feel. Their brains are built to feel these strong social motivations and to use the mentalizing system to help them along. Evolutionarily, the social interest of adolescents is no distraction. Rather, it is the most important thing they can learn well. (Lieberman 2013: 282)

The cultivation of learning is a cognitive and emotional and social activity (Illeris 2002)

Alison Gopnik (2016) has provided a helpful way of understanding this orientation. It is that educators, pedagogues and practitioners need to be gardeners rather than carpenters. A key theme emerging from her research over the last 30 years or so that runs in parallel with Lieberman, is that children learn by actively engaging their social and physical environments – not by passively absorbing information. They learn from other people, not because they are being taught – but because people are doing and talking about interesting things. The emphasis in a lot of the literature about parenting (and teaching) presents the roles much like that of a carpenter.

You should pay some attention to the kind of material you are working with, and it may have some influence on what you try to do. But essentially your job is to shape that material into a final product that will fit the scheme you had in mind to begin with.

Instead, Gopnik argues, the evidence points to being a gardener.

When we garden, on the other hand, we create a protected and nurturing space for plants to flourish. It takes hard labor and the sweat of our brows, with a lot of exhausted digging and wallowing in manure. And as any gardener knows, our specific plans are always thwarted. The poppy comes up neon orange instead of pale pink, the rose that was supposed to climb the fence stubbornly remains a foot from the ground, black spot and rust and aphids can never be defeated.

Education is deliberate. We act with a purpose – to build understanding and judgement and enable action. We may do this for ourselves, for example, learning what different road signs mean so that we can get a license to drive; or watching wildlife programmes on television because we are interested in animal behaviour. This process is sometimes called self-education or teaching yourself. We join with the journey that the writer, presenter or expert is making, think about it and develop our understanding. Hopefully, we bring that process and understanding into play when we need to act. We also seek to encourage learning in others (while being open to learning ourselves). Examples here include parents and carers showing their children how to use a knife and fork or ride a bike; schoolteachers introducing students to a foreign language; and animators and pedagogues helping a group to work together.

Sometimes as educators, we have a clear idea of what we’d like to see achieved; at others, we do not and should not. In the case of the former, we might be working to a curriculum, have a session or lesson plan with clear objectives, and have a high degree of control over the learning environment. This is what we often mean by ‘formal education’. In the latter, for example, when working with a community group, the setting is theirs and, as educators, we are present as guests. This is an example of informal education and here two things are happening.

First, the group may well be clear on what it wants to achieve e.g. putting on an event, but unclear about what they need to learn to do it. They know learning is involved – it is something necessary to achieve what they want – but it is not the main focus. Such ‘incidental learning’ is not accidental. People know they need to learn something but cannot necessarily specify it in advance (Brookfield 1984).

Second, this learning activity works largely through conversation – and conversation takes unpredictable turns. It is a dialogical rather than curricula form of education.

In both forms, educators set out to create environments and relationships where people can explore their, and other’s, experiences of situations, ideas and feelings. This exploration lies, as John Dewey argued, at the heart of the ‘business of education’. Educators set out to emancipate and enlarge experience (1933: 340). How closely the subject matter is defined in advance, and by whom, differs from situation to situation. John Ellis (1990) has developed a useful continuum – arguing that most education involves a mix of the informal and formal, of conversation and curriculum (i.e. between points X and Y).

The informal-formal education continuum - John Ellis

Those that describe themselves as informal educators, social pedagogues or as animators of community learning and development tend to work towards the X; those working as subject teachers or lecturers tend to the Y. Educators when facilitating tutor groups might, overall, work somewhere in the middle.

Acting in hope

Underpinning intention is an attitude or virtue – hopefulness. As educators ‘we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know’ (hooks 2003: xiv) . In other words, we invite people to learn and act in the belief that change for the good is possible. This openness to possibility isn’t blind or over-optimistic. It looks to evidence and experience, and is born of an appreciation of the world’s limitations (Halpin 2003: 19-20).

We can quickly see how such hope is both a part of the fabric of education – and, for many, an aim of education. Mary Warnock (1986:182) puts it this way:

I think that of all the attributes that I would like to see in my children or in my pupils, the attribute of hope would come high, even top, of the list. To lose hope is to lose the capacity to want or desire anything; to lose, in fact, the wish to live. Hope is akin to energy, to curiosity, to the belief that things are worth doing. An education which leaves a child without hope is an education that has failed.

But hope is not easy to define or describe. It is:

An emotion . Hope, John Macquarrie (1978 11) suggests, ‘consists in an outgoing and trusting mood toward the environment’. We do not know what will happen but take a gamble. ‘It’s to bet on the future, on your desires, on the possibility that an open heart and uncertainty is better than gloom and safety. To hope is dangerous, and yet it is the opposite of fear, for to live is to risk’ (Solnit 2016: 21).

A choice or intention to act . Hope ‘promotes affirmative courses of action’ (Macquarrie 1978: 11). Hope alone will not transform the world. Action ‘undertaken in that kind of naïveté’, wrote Paulo Freire (1994: 8), ‘is an excellent route to hopelessness, pessimism, and fatalism’. Hope and action are linked. Rebecca Solnit (2016: 22) put it this way, ‘Hope calls for action; action is impossible without hope… To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable’.

An intellectual activity . Hope is not just feeling or striving, according to McQuarrie it has a cognitive or intellectual aspect. ‘[I]t carries in itself a definite way of understanding both ourselves – and the environing processes within which human life has its setting’ ( op. cit. ).

This provides us with a language to help make sense of things and to imagine change for the better – a ‘vocabulary of hope’. It helps us to critique the world as it is and our part in it, and not to just imagine change but also to plan it (Moltman 1967, 1971). It also allows us, and others, to ask questions of our hopes, to request evidence for our claims. (See, what is hope? ).

Education – being respectful, informed and wise

Education is wrapped up with who we are as learners and facilitators of learning – and how we are experienced by learners. In order to think about this, it is helpful to look back at a basic distinction made by Erich Fromm (1979), amongst others, between having and being. Fromm approaches these as fundamental modes of existence. He saw them as two different ways of understanding ourselves and the world in which we live.

Having is concerned with owning, possessing and controlling. In it we want to ‘make everybody and everything’, including ourselves, our property (Fromm 1979: 33). It looks to objects and material possessions.

Being is rooted in love according to Fromm. It is concerned with shared experience and productive activity. Rather than seeking to possess and control, in this mode, we engage with the world. We do not impose ourselves on others nor ‘interfere’ in their lives (see Smith and Smith 2008: 16-17).

These different orientations involve contrasting approaches to learning.

Students in the having mode must have but one aim; to hold onto what they have ‘learned’, either by entrusting it firmly to their memories or by carefully guarding their notes. They do not have to produce or create something new…. The process of learning has an entirely different quality for students in the being mode… Instead of being passive receptacles of words and ideas, they listen, they hear , and most important, they receive and they respond in an active, productive way. (Fromm 1979: 37-38)

In many ways, this difference mirrors that between education and schooling. Schooling entails transmitting knowledge in manageable lumps so it can be stored and then used so that students can pass tests and have qualifications. Education involves engaging with others and the world. It entails being with others in a particular way. Here I want to explore three aspects – being respectful, informed and wise.

Being respectful

The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world. It is an attitude or feeling which is carried through into concrete action, into the way we treat people, for example. Respect, as R. S. Dillon (2014) has reminded us, is derived from the Latin respicere , meaning ‘to look back at’ or ‘to look again’ at something. In other words, when we respect something we value it enough to make it our focus and to try to see it for what it is, rather than what we might want it to be. It is so important that it calls for our recognition and our regard – and we choose to respond.

We can see this at work in our everyday relationships. When we think highly of someone we may well talk about respecting them – and listen carefully to what they say or value the example they give. Here, though, we are also concerned with a more abstract idea – that of moral worth or value. Rather than looking at why we respect this person or that, the interest is in why we should respect people in general (or truth, or creation, or ourselves).

First, we expect educators to hold truth dearly . We expect that they will look beneath the surface, try to challenge misrepresentation and lies, and be open to alternatives. They should display the ‘two basic virtues of truth’: sincerity and accuracy (Williams 2002: 11). There are strong religious reasons for this. Bearing false witness, within Christian traditions, can be seen as challenging the foundations of God’s covenant. There are also strongly practical reasons for truthfulness. Without it, the development of knowledge would not be possible – we could not evaluate one claim against another. Nor could we conduct much of life. For example, as Paul Seabright (2010) has argued, truthfulness allows us to trust strangers. In the process, we can build complex societies, trade and cooperate.

Educators, as with other respecters of truth, should do their best to acquire ‘true beliefs’ and to ensure what they say actually reveals what they believe (Williams 2002: 11). Their authority, ‘must be rooted in their truthfulness in both these respects: they take care, and they do not lie’ op. cit.).

Second, educators should display fundamental respect for others (and themselves) . There is a straightforward theological argument for this. There is also a fundamental philosophical argument for ‘respect for persons’. Irrespective of what they have done, the people they are or their social position, it is argued, people are deserving of some essential level of regard. The philosopher most closely associated with this idea is Immanuel Kant – and his thinking has become a central pillar of humanism. Kant’s position was that people were deserving of respect because they are people – free, rational beings. They are ends in themselves with an absolute dignity

Alongside respect for others comes respect for self. Without it, it is difficult to see how we can flourish – and whether we can be educators. Self-respect is not to be confused with qualities like self-esteem or self-confidence; rather it is to do with our intrinsic worth as a person and a sense of ourselves as mattering. It involves a ‘secure conviction that [our] conception of the good, [our] plan of life, is worth carrying out’ (Rawls 1972: 440). For some, respect for ourselves is simply the other side of the coin from respect for others. It flows from respect for persons. For others, like John Rawls, it is vital for happiness and must be supported as a matter of justice.

Third, educators should respect the Earth . This is sometimes talked about as respect for nature, or respect for all things or care for creation. Again there is a strong theological argument here – in much religious thinking humans are understood as stewards of the earth. Our task is to cultivate and care for it (see, for example, Genesis 2:15). However, there is also a strong case grounded in human experience. For example, Miller (2000) argues that ‘each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace’. Respect for the world is central to the thinking of those arguing for a more holistic vision of education and to the thinking of educationalists such as Montessori . Her vision of ‘cosmic education’ puts appreciating the wholeness of life at the core.

Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things’. (Montessori 2000)

Last, and certainly not least, there is a basic practical concern. We face an environmental crisis of catastrophic proportions. As Emmett (among many others) has pointed out, it is likely that we are looking at a global average rise of over four degrees Centigrade. This ‘will lead to runaway climate change, capable of tipping the planet into an entirely different state, rapidly. Earth would become a hell hole’ (2013: 143).

Being informed

To facilitate learning we must have some understanding of the subject matter being explored, and the impact study could have on those involved. In other words, facilitation is intelligent.

We expect, quite reasonably, that when people describe themselves as teachers or educators, they know something about the subjects they are talking about. In this respect, our ‘subject area’ as educators is wide. It can involve particular aspects of knowledge and activity such as those associated with maths or history. However, it is also concerned with happiness and relationships, the issues and problems of everyday life in communities, and questions around how people are best to live their lives. In some respects, it is wisdom that is required – not so much in the sense that we know a lot or are learned – but rather we are able to help people make good judgements about problems and situations.

We also assume that teachers and educators know how to help people learn. The forms of education we are exploring here are sophisticated. They can embrace the techniques of classroom management and of teaching to a curriculum that has been the mainstay of schooling. However, they move well beyond this into experiential learning, working with groups, and forms of working with individuals that draw upon insights from counselling and therapy.

In short, we look to teachers and educators as experts, We expect them to apply their expertise to help people learn. However, things don’t stop there. Many look for something more – wisdom.

Wisdom is not something that we can generally claim for ourselves – but a quality recognized by others. Sometimes when people are described as wise what is meant is that they are scholarly or learned. More often, I suspect, when others are described as ‘being wise’ it that people have experienced their questions or judgement helpful and sound when exploring a problem or difficult situation (see Smith and Smith 2008: 57-69). This entails:

appreciating what can make people flourish
being open to truth in its various guises and allowing subjects to speak to us
developing the capacity to reflect
being knowledgeable, especially about ourselves, around ‘what makes people tick’ and the systems of which we are a part
being discerning – able to evaluate and judge situations. ( op. cit. : 68)

This combination of qualities, when put alongside being respectful and informed, comes close to what Martin Buber talked about as the ‘real teacher’. The real teacher, he believed:

… teaches most successfully when he is not consciously trying to teach at all, but when he acts spontaneously out of his own life. Then he can gain the pupil’s confidence; he can convince the adolescent that there is human truth, that existence has a meaning. And when the pupil’s confidence has been won, ‘his resistance against being educated gives way to a singular happening: he accepts the educator as a person. He feels he may trust this man, that this man is taking part in his life, accepting him before desiring to influence him. And so he learns to ask…. (Hodes 1972: 136)

Education – acting so that all may share in life

Thus far in answering the question ‘what is education?’ we have seen how it can be thought of as the wise, hopeful and respectful cultivation of learning. Here we will explore the claim that education should be undertaken in the belief that all should have the chance to share in life. This commitment to the good of all and of each individual is central to the vision of education explored here, but it could be argued that it is possible to be involved in education without this. We could take out concern for others. We could just focus on process – the wise, hopeful and respectful cultivation of learning – and not state to whom this applies and the direction it takes.

Looking beyond process

First, we need to answer the question ‘if we act wisely, hopefully, and respectfully as educators do we need to have a further purpose?’ Our guide here will again be John Dewey. He approached the question a century ago by arguing that ‘the object and reward of learning is continued capacity for growth’ (Dewey 1916: 100). Education, for him, entailed the continuous ‘reconstruction or reorganization of experience which adds to the meaning of experience, and which increases the ability to direct the course of subsequent experience. (Dewey 1916: 76). His next step was to consider the social relationships in which this can take place and the degree of control that learners and educators have over the process. Just as Freire (1972) argued later, relationships for learning need to be mutual, and individual and social change possible.

In our search for aims in education, we are not concerned… with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own. (Dewey 1916: 100-101)

In other words, where there are equitable relationships, control over the learning process, and the possibilities of fundamental change we needn’t look beyond the process. However, we have to work for much of the time in situations and societies where this level of democracy and social justice does not exist. Hence the need to make clear a wider purpose. Dewey (1916: 7) argued, thus, that our ‘chief business’ as educators is to enable people ‘to share in a common life’. I want to widen this and to argue that all should have a chance to share in life.

Having the chance to share in life

We will explore, briefly, three overlapping approaches to making the case – via religious belief, human rights and scientific exploration.

Religious belief. Historically it has been a religious rationale that has underpinned much thinking about this question. If we were to look at Catholic social teaching, for example, we find that at its heart lays a concern for human dignity . This starts from the position that, ‘human beings, created in the image and likeness of God (Genesis 1:26-27), have by their very existence an inherent value, worth, and distinction’ (Groody 2007). Each life is considered sacred and cannot be ignored or excluded. As we saw earlier, Kant argued something similar with regard to ‘respect for persons’. All are worthy of respect and the chance to flourish.

To human dignity a concern for solidarity is often added (especially within contemporary Catholic social teaching). Solidarity:

… is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say, to the good of all and of each individual, because we are all really responsible for all. On Social Concern ( Sollicitudo rei Socialis . . . ), #38

Another element, fundamental to the formation of the groups, networks and associations necessary for the ‘common life’ that Dewey describes, is subsidiarity . This principle, which first found its institutional voice in a papal encyclical in 1881, holds that human affairs are best handled at the ‘lowest’ possible level, closest to those affected (Kaylor 2015). It is a principle that can both strengthen civil society and the possibility of more mutual relationships for learning.

Together, these can provide a powerful and inclusive rationale for looking beyond particular individuals or groups when thinking about educational activity.

Human rights. Beside religious arguments lie others that are born of agreed principle or norm rather than faith. Perhaps the best known of these relate to what have become known as human rights. The first article of the Universal Declaration of Human Rights puts it this way:

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 26 further states:

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms….

These fundamental and inalienable rights are the entitlement of all human beings regardless of their nation, location, language, religion, ethnic origin or any other status (Article 2).

Scientific exploration. Lastly, I want to look at the results of scientific investigation into our nature as humans. More specifically we need to reflect on what it means when humans are described as social animals.

As we have already seen there is a significant amount of research showing just how dependent we are in everyday life on having trusting relationships in a society. Without them even the most basic exchanges cannot take place. We also know that in those societies where there is stronger concern for others and relatively narrow gaps between rich and poor people are generally happier (see, for example, Halpern 2010). On the basis of this material we could make a case for educators to look to the needs and experiences of all. Political, social and economic institutions depend on mass participation or at least benign consent – and the detail of this has to be learnt. However, with our growing appreciation of how our brains work and with the development of, for example, social cognitive neuroscience, we have a different avenue for exploration. We look to the needs and experience of others because we are hard-wired to do so. As Matthew D. Lieberman (2013) has put it:

Our basic urges include the need to belong, right along with the need for food and water. Our pain and pleasure systems do not merely respond to sensory inputs that can produce physical harm and reward. They are also exquisitely tuned to the sweet and bitter tastes delivered from the social world—a world of connection and threat to connection. (Lieberman 2013: 299)

Our survival as a species is dependent upon on looking to the needs and experiences of others. We dependent upon:

Connecting: We have ‘evolved the capacity to feel social pains and pleasures, forever linking our well-being to our social connectedness. Infants embody this deep need to stay connected, but it is present through our entire lives’ ( op. cit. : 10) Mindreading: Primates have developed an unparalleled ability to understand the actions and thoughts of those around them, enhancing their ability to stay connected and interact strategically… This capacity allows humans to create groups that can implement nearly any idea and to anticipate the needs and wants of those around us, keeping our groups moving smoothly ( op. cit. : 10) Harmonizing: Although the self may appear to be a mechanism for distinguishing us from others and perhaps accentuating our selfishness, the self actually operates as a powerful force for social cohesiveness. Whereas connection is about our desire to be social, harmonizing refers to the neural adaptations that allow group beliefs and values to influence our own. ( op. cit. : 11)

One of the key issues around these processes is the extent to which they can act to become exclusionary i.e. people can become closely attached to one particular group, community or nation and begin to treat others as somehow lesser or alien. In so doing relationships that are necessary to our survival – and that of the planet – become compromised. We need to develop relationships that are both bonding and bridging (see social capital ) – and this involves being and interacting with others who may not share our interests and concerns.

Education is more than fostering understanding and an appreciation of emotions and feelings. It is also concerned with change – ‘with how people can act with understanding and sensitivity to improve their lives and those of others’ (Smith and Smith 2008: 104). As Karl Marx (1977: 157-8) famously put it ‘all social life is practical…. philosophers have only interpreted the world in various ways; ‘the point is to change it’. Developing an understanding of an experience or a situation is one thing, working out what is good and wanting to do something about it is quite another. ‘For appropriate action to occur there needs to be commitment’ (Smith and Smith 2008: 105).

This combination of reflection; looking to what might be good and making it our own; and seeking to change ourselves and the world we live in is what Freire (1973) talked about as praxis. It involves us, as educators, working with people to create and sustain environments and relationships where it is possible to:

Go back to experiences . Learning doesn’t take place in a vacuum. We have to look to the past as well as the present and the future. It is necessary to put things in their place by returning to, or recalling, events and happenings that seem relevant.
Attend and connect to feelings . Our ability to think and act is wrapped up with our feelings. Appreciating what might be going on for us (and for others) at a particular moment; thinking about the ways our emotions may be affecting things; and being open to what our instincts or intuitions are telling us are important elements of such reflection. (See Boud et. al. 1985).
Develop understandings . Alongside attending to feelings and experiences, we need to examine the theories and understandings we are using. We also need to build new interpretations where needed. We should be looking to integrating new knowledge into our conceptual framework.
Commit . Education is something ‘higher’ according to John Henry Newman. It is concerned not just with what we know and can do, but also with who we are, what we value, and our capacity to live life as well as we can . We need space to engage with these questions and help to appreciate the things we value. As we learn to frame our beliefs we can better appreciate how they breathe life into our relationships and encounters, become our own, and move us to act.
Act . Education is forward-looking and hopeful. It looks to change for the better. In the end our efforts at facilitating learning have to be judged by the extent to which they further the capacity to flourish and to share in life. For this reason we need also to attend to the concrete, the actual steps that can be taken to improve things.

As such education is a deeply practical activity – something that we can do for ourselves (what we could call self-education), and with others.

Conclusion – so what is education?

It is in this way that we end up with a definition of education as ‘the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’. What does education involve?

We can begin with what Aristotle discusses as hexis – a readiness to sense and know. This is a state – or what Joe Sachs (2001) talks about as an ‘active condition’. It allows us to take a step forward – both in terms of the processes discussed above, and in what we might seek to do when working with learners and participants. Such qualities can be seen as being at the core of the haltung and processes of pedagogues and educators (see below). There is a strong emphasis upon being in touch with feelings, attending to intuitions and seeking evidence to confirm or question what we might be sensing. A further element is also present – a concern not to take things for granted or at their face value (See, also, Pierre Bourdieu on education , Bourdieu 1972|1977: 214 n1).

Beyond that, we can see a guiding eidos or leading idea. This is the belief that all share in life and a picture of what might allow people to be happy and flourish. Alongside is a disposition or haltung (a concern to act respectfully, knowledgeably and wisely) and interaction (joining with others to build relationships and environments for learning). Finally, there is praxis – informed, committed action (Carr and Kemmis 1986; Grundy 1987).

The process of education

At first glance, this way of answering the question ‘what is education?’ – with its roots in the thinking of Aristotle , Rousseau , Pestalozzi and Dewey (to name a few) – is part of the progressive tradition of educational practice. It seems very different from ‘formal tradition’ or ‘traditional education’.

If there is a core theme to the formal position it is that education is about passing on information; for formalists, culture and civilization represent a store of ideas and wisdom which have to be handed on to new generations. Teaching is at the heart of this transmission; and the process of transmission is education…

While progressive educators stress the child’s development from within, formalists put the emphasis, by contrast, on formation from without— formation that comes from immersion in the knowledge, ideas, beliefs, concepts, and visions of society, culture, civilization. There are, one might say, conservative and liberal interpretations of this world view— the conservative putting the emphasis on transmission itself, on telling, and the liberal putting the emphasis more on induction, on initiation by involvement with culture’s established ideas.(Thomas 2013: 25-26).

As both Thomas and Dewey (1938: 17-23) have argued, these distinctions are problematic. A lot of the debate is either really about education being turned, or slipping, into something else, or reflecting a lack of balance between the informal and formal.

In the ‘formal tradition’ problems often occur where people are treated as objects to be worked on or ‘moulded’ rather than as participants and creators i.e. where education slips into ‘schooling’.

In the ‘progressive tradition’ issues frequently arise where the nature of experience is neglected or handled incompetently. Some experiences are damaging and ‘mis-educative’. They can arrest or distort ‘the growth of further experience’ (Dewey 1938: 25). The problem often comes when education drifts or moves into entertainment or containment. Involvement in the immediate activity is the central concern and little attention is given to expanding horizons, nor to reflection, commitment and creating change.

The answer to the question ‘what is education?’ given here can apply to both those ‘informal’ forms that are driven and rooted in conversation – and to more formal approaches involving a curriculum. The choice is not between what is ‘good’ and what is ‘bad’ – but rather what is appropriate for people in this situation or that. There are times to use transmission and direct teaching as methods, and moments for exploration, experience and action. It is all about getting the mix right and framing it within the guiding eidos and disposition of education.

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Inclusive education

Every child has the right to quality education and learning.

A young girl with a backpack runs to school with a smile, eagerly dragging her guardian behind.

There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

A young boy wearing an assistive device listens to a speaker at an awareness-raising session.

Getting all children in school and learning

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.

Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.

Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all.

But progress comes slowly. Inclusive systems require changes at all levels of society.

At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education. At the national level, Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities , and regularly collect and analyse data to ensure children are reached with effective services.

UNICEF’s work to promote inclusive education

To close the education gap for children with disabilities, UNICEF supports government efforts to foster and monitor inclusive education systems. Our work focuses on four key areas:

Advocacy : UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards policymakers and the general public.
Awareness-raising : UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting roundtables, workshops and other events for government partners.
Capacity-building : UNICEF builds the capacity of education systems in partner countries by training teachers, administrators and communities, and providing technical assistance to Governments.
Implementation support : UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap between policy and practice.

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Fixing the Broken Promise of Education for All

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The Convention on the Rights of Persons with Disabilities adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms.

Inclusive Education: Including Children with Disabilities in Quality Learning

This document provides guidance on what Governments can do to create inclusive education systems.

Towards Inclusive Education: The Impact of Disability on School Attendance in Developing Countries

Using cross-nationally comparable and nationally representative data from 18 surveys in 15 countries, this paper investigates how disability affects school attendance.

The power of education: Inspiring stories from four continents

A girl and a woman in Burkina Faso . An Afghan refugee family in Greece . A teacher in India . An entrepreneur in Guatemala .

These are the stories on the power of education currently featured in an immersive exhibition entitled “Education transforms lives” that UNESCO has set up at the United Nations Headquarters in New York on the sidelines of the High-level Political Forum .

Each inspiring story vividly brings to life the aspirations of Sustainable Development Goal 4 on education . The experiences portrayed in these powerful personal testimonies capture how small individual steps across the globe are helping to advance and ensure the right to education for every woman, man and child.

“I don't know what the future has in store for me but this is my second chance and I don't want to waste it.”

Photo credit : Sophie Garcia

Awa Traore, 21, is working from morning to night to catch up. She grew up in the tiny village of Banzon in Burkina Faso where she completely missed out on schooling. When the chance came up, she moved 30 km away to the city of Bobo-Dioulasso where she lodges with her uncle and aunt and in return shops, cooks and cleans for them. Her days are long. After dropping her nephew at school, she sets off to the market. Only when her daily chores are done can she turn to her books and prepare for her literacy class at 6.30pm. Awa knows she has a lot of ground to make up for and that other women with more education than her are having difficulty finding work. Despite the odds, she is determined to use this second chance at literacy as a stepping stone to a profession in the health field.

“I feel very lucky to go to school every day. My mother did not get that chance.”

Head down, serious, 11-year-old Rachidatou Sana concentrates on getting her answer exactly right. Already an outstanding pupil at Kua C school in Bobo-Dioulasso, she loves mathematical problem-solving but will have to find her own solution in the fight to keep on with her studies. Like many girls her age in Burkina Faso, Rachidatou was born to poor parents (her mother is illiterate) and is daily torn between home chores, earning a living and studying to better her situation. All she wants is an equal chance, the same as everyone else. She plans to go to college to train as a nurse 'so I can help others and my family.'

“If Matin couldn't study here he would be very behind compared to other children.”

Photo credit : Olivier Jobard

Shahnaz Karimi, 24, her husband Nasir Rasouli, 34, and their eight-year-old livewire son Matin arrived in Lesbos in August 2018. Originally from Herat in Afghanistan, the Rasouli family travelled from their first adopted home in Iran seeking a better life. Now they live alongside 1,300 other residents at the Kara Tepe village. Both came with professions: Shahnaz was a beautician and Nasir a painter and decorator. In Lesbos, Matin goes to primary school while his parents attend English classes and art classes. Matin is already better than his parents in English. For the Rasouli family, education fills their long days, gives them a much-needed sense of normality and offers hope of work and a better future.

“The biggest change education has made in my life is that I can work and add my money to the expenses for the house, to buy food and help with my children's schooling.”

Photo credit : James Rodríguez

As a little girl, Margarita Pelico lived next door to her local school and wanted to follow the children she saw on their way to class. Her parents, less convinced that a girl needed education, had to be persuaded. Margarita comes from a family of nine in the village of Los Cipreses, a rural area of Totonicapán, Guatemala where most men are farmers while the women weave. They are members of the Mayan-K'iche ethnicity whose mother tongue is K'iche. Margarita's school closed down and, by the time it reopened, she was way behind. Aged 13 she discovered a free flexible adult correspondence education programme designed for older girls who missed out. She learned to add and subtract going to the market with her teacher, and to calculate while they were sewing. Determined to pursue her studies, she was able to go on to secondary school and college. Now a social worker and running her own weaving company, she is dedicated to helping other girls follow the same path to education – and sends her own five-year-old to the same school that she once attended.

“I thought that teaching people would be giving them the gift of a lifetime”

Photo credit : Jyothy Karat

Teacher Prathibha Balakrishnan, 38, came to the village of Kadichanokolli deep in the Nilgiris Biosphere Reserve in southern India in 2008 with a mission to teach the Betta Karumba mountain people. There was no electricity, no school and no healthcare. She joined hands with another extraordinary woman, namely Badichi, 44. Badichi, a tribal matriarch with seven children, has very little schooling but an innate understanding of the power of education. She worked hard as a housemaid to pay the tuition fees for all of her children and her grand-child Anitha who was abandoned by her parents. The Betta Kurumba, a secluded people who mostly work on tea and coffee plantations, have high levels of illiteracy. When Prathibha needed an ally to persuade them, Badichi went into action. Both women gained in confidence, gathering support to successfully petition the local government to install a primary school, roads and electricity. Along the way, Badichi's daughters Seetha, 17, and Vasanthi, 19, who are pupils of Prathibha, returned the favour by teaching her the local language. Some villagers speak Prathibha’s native Tamil but are now taught in their own language. Seetha is now in 11th grade, Vasanthi has enrolled to become a nurse in a hospital nearby and both speak three languages, a leap forward for a village where most adults are illiterate.

The exhibition is organized in partnership with Education Above All , the Qatar Foundation , the Permanent Mission of the State of Qatar to the United Nations as well as the co-chairs of the Group of Friends and Lifelong Learning (Argentina, Czech Republic, Japan, Kenya and Norway).

It will be on display throughout July and August 2019 at the UN Headquarters. A selection of photos is available online

More on this subject

UNESCO International Forum on the Futures of Education 2024

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Essay on Education System

Updated on
Nov 15, 2023

The future of a country is shaped by its classrooms. Implementing a sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish. As education is the most important and basic right, everyone should have, it is our moral duty to facilitate the perfect learning environment for our students.

With the educational journey playing the foundation role in one’s career, there are contrary views concerning the type of education system and approaches we need to take. Hence, it has become a frequently asked topic under the essay writing section in school tests as well as competitive exams. To help you with this topic, we have curated a complete guide on how to write an essay on education system, with useful tips and tricks as well as reference samples.

This Blog Includes:

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Generally, the essay topics on education system revolve around analysing a specific education system, its strengths and weaknesses as well as suggesting the solutions for its improvement. You might also be asked about writing an essay on the Education system of India in which you must mention the characteristics of the history of our educational apparatus from the Gurukul Education System to the Current education system in India . You can also take notes from our exclusive blog on the New Education Policy formulated by India with a unique approach to academics. Further, your essay on education system must also imperatively elucidate the key aspects of the system and its salient features as well as an unbiased analysis of its strong characteristics as well as a critical overview of its weak areas where improvement is needed.

Format – Before drafting an essay on education system, you must know about the format of essay writing. Take a look at the following pointers which elaborate upon the general format of writing structured and impressive essays
Introduction -The education system essay introduction should provide an overview of the given topic in the introduction, i.e. highlight the recent instances or questions related to the concerned education system. When it comes to the writing style, the introduction as the first paragraph will set the tone of the whole essay thus make sure that it covers a general outline of your topic
Body of Content – After the introduction, you can start elaborating on the topic of the education system, its role in the development of a country, its key objectives, salient features (if a specific education system is given as a topic) as well as highlight its strong and weak areas. Then, you can further assess how the education system has evolved from earlier times. For example, talk about the history of the education system, and the prominent measures that contributed to its growth, amongst others. Analyse the major points thoroughly according to the essay question and then move towards the next section
Conclusion – The conclusion is the final section as you wrap up your essay underlining the major points you have mentioned. Avoid ending it abruptly, either go for an optimistic touch to it or just summarize what has been mentioned above

The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher education. The Indian education system gives equal value to knowledge-based learning as well as co-curricular. Countries are now rigorously working on providing free access to education. Nowadays, being in school isn’t the same thing as before. Every individual is skilled in different fields and interests with a due focus on the set curriculum. We need a society that is more elevated towards balanced personal and professional growth .

Also Read: Importance of Education in Development

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The 10 Most Significant Education Studies of 2021

From reframing our notion of “good” schools to mining the magic of expert teachers, here’s a curated list of must-read research from 2021.

It was a year of unprecedented hardship for teachers and school leaders. We pored through hundreds of studies to see if we could follow the trail of exactly what happened: The research revealed a complex portrait of a grueling year during which persistent issues of burnout and mental and physical health impacted millions of educators. Meanwhile, many of the old debates continued: Does paper beat digital? Is project-based learning as effective as direct instruction? How do you define what a “good” school is?

Other studies grabbed our attention, and in a few cases, made headlines. Researchers from the University of Chicago and Columbia University turned artificial intelligence loose on some 1,130 award-winning children’s books in search of invisible patterns of bias. (Spoiler alert: They found some.) Another study revealed why many parents are reluctant to support social and emotional learning in schools—and provided hints about how educators can flip the script.

1. What Parents Fear About SEL (and How to Change Their Minds)

When researchers at the Fordham Institute asked parents to rank phrases associated with social and emotional learning , nothing seemed to add up. The term “social-emotional learning” was very unpopular; parents wanted to steer their kids clear of it. But when the researchers added a simple clause, forming a new phrase—”social-emotional & academic learning”—the program shot all the way up to No. 2 in the rankings.

What gives?

Parents were picking up subtle cues in the list of SEL-related terms that irked or worried them, the researchers suggest. Phrases like “soft skills” and “growth mindset” felt “nebulous” and devoid of academic content. For some, the language felt suspiciously like “code for liberal indoctrination.”

But the study suggests that parents might need the simplest of reassurances to break through the political noise. Removing the jargon, focusing on productive phrases like “life skills,” and relentlessly connecting SEL to academic progress puts parents at ease—and seems to save social and emotional learning in the process.

2. The Secret Management Techniques of Expert Teachers

In the hands of experienced teachers, classroom management can seem almost invisible: Subtle techniques are quietly at work behind the scenes, with students falling into orderly routines and engaging in rigorous academic tasks almost as if by magic.

That’s no accident, according to new research . While outbursts are inevitable in school settings, expert teachers seed their classrooms with proactive, relationship-building strategies that often prevent misbehavior before it erupts. They also approach discipline more holistically than their less-experienced counterparts, consistently reframing misbehavior in the broader context of how lessons can be more engaging, or how clearly they communicate expectations.

Focusing on the underlying dynamics of classroom behavior—and not on surface-level disruptions—means that expert teachers often look the other way at all the right times, too. Rather than rise to the bait of a minor breach in etiquette, a common mistake of new teachers, they tend to play the long game, asking questions about the origins of misbehavior, deftly navigating the terrain between discipline and student autonomy, and opting to confront misconduct privately when possible.

3. The Surprising Power of Pretesting

Asking students to take a practice test before they’ve even encountered the material may seem like a waste of time—after all, they’d just be guessing.

But new research concludes that the approach, called pretesting, is actually more effective than other typical study strategies. Surprisingly, pretesting even beat out taking practice tests after learning the material, a proven strategy endorsed by cognitive scientists and educators alike. In the study, students who took a practice test before learning the material outperformed their peers who studied more traditionally by 49 percent on a follow-up test, while outperforming students who took practice tests after studying the material by 27 percent.

The researchers hypothesize that the “generation of errors” was a key to the strategy’s success, spurring student curiosity and priming them to “search for the correct answers” when they finally explored the new material—and adding grist to a 2018 study that found that making educated guesses helped students connect background knowledge to new material.

Learning is more durable when students do the hard work of correcting misconceptions, the research suggests, reminding us yet again that being wrong is an important milestone on the road to being right.

4. Confronting an Old Myth About Immigrant Students

Immigrant students are sometimes portrayed as a costly expense to the education system, but new research is systematically dismantling that myth.

In a 2021 study , researchers analyzed over 1.3 million academic and birth records for students in Florida communities, and concluded that the presence of immigrant students actually has “a positive effect on the academic achievement of U.S.-born students,” raising test scores as the size of the immigrant school population increases. The benefits were especially powerful for low-income students.

While immigrants initially “face challenges in assimilation that may require additional school resources,” the researchers concluded, hard work and resilience may allow them to excel and thus “positively affect exposed U.S.-born students’ attitudes and behavior.” But according to teacher Larry Ferlazzo, the improvements might stem from the fact that having English language learners in classes improves pedagogy , pushing teachers to consider “issues like prior knowledge, scaffolding, and maximizing accessibility.”

5. A Fuller Picture of What a ‘Good’ School Is

It’s time to rethink our definition of what a “good school” is, researchers assert in a study published in late 2020.⁣ That’s because typical measures of school quality like test scores often provide an incomplete and misleading picture, the researchers found.

The study looked at over 150,000 ninth-grade students who attended Chicago public schools and concluded that emphasizing the social and emotional dimensions of learning—relationship-building, a sense of belonging, and resilience, for example—improves high school graduation and college matriculation rates for both high- and low-income students, beating out schools that focus primarily on improving test scores.⁣

“Schools that promote socio-emotional development actually have a really big positive impact on kids,” said lead researcher C. Kirabo Jackson in an interview with Edutopia . “And these impacts are particularly large for vulnerable student populations who don’t tend to do very well in the education system.”

The findings reinforce the importance of a holistic approach to measuring student progress, and are a reminder that schools—and teachers—can influence students in ways that are difficult to measure, and may only materialize well into the future.⁣

6. Teaching Is Learning

One of the best ways to learn a concept is to teach it to someone else. But do you actually have to step into the shoes of a teacher, or does the mere expectation of teaching do the trick?

In a 2021 study , researchers split students into two groups and gave them each a science passage about the Doppler effect—a phenomenon associated with sound and light waves that explains the gradual change in tone and pitch as a car races off into the distance, for example. One group studied the text as preparation for a test; the other was told that they’d be teaching the material to another student.

The researchers never carried out the second half of the activity—students read the passages but never taught the lesson. All of the participants were then tested on their factual recall of the Doppler effect, and their ability to draw deeper conclusions from the reading.

The upshot? Students who prepared to teach outperformed their counterparts in both duration and depth of learning, scoring 9 percent higher on factual recall a week after the lessons concluded, and 24 percent higher on their ability to make inferences. The research suggests that asking students to prepare to teach something—or encouraging them to think “could I teach this to someone else?”—can significantly alter their learning trajectories.

7. A Disturbing Strain of Bias in Kids’ Books

Some of the most popular and well-regarded children’s books—Caldecott and Newbery honorees among them—persistently depict Black, Asian, and Hispanic characters with lighter skin, according to new research .

Using artificial intelligence, researchers combed through 1,130 children’s books written in the last century, comparing two sets of diverse children’s books—one a collection of popular books that garnered major literary awards, the other favored by identity-based awards. The software analyzed data on skin tone, race, age, and gender.

Among the findings: While more characters with darker skin color begin to appear over time, the most popular books—those most frequently checked out of libraries and lining classroom bookshelves—continue to depict people of color in lighter skin tones. More insidiously, when adult characters are “moral or upstanding,” their skin color tends to appear lighter, the study’s lead author, Anjali Aduki, told The 74 , with some books converting “Martin Luther King Jr.’s chocolate complexion to a light brown or beige.” Female characters, meanwhile, are often seen but not heard.

Cultural representations are a reflection of our values, the researchers conclude: “Inequality in representation, therefore, constitutes an explicit statement of inequality of value.”

8. The Never-Ending ‘Paper Versus Digital’ War

The argument goes like this: Digital screens turn reading into a cold and impersonal task; they’re good for information foraging, and not much more. “Real” books, meanwhile, have a heft and “tactility” that make them intimate, enchanting—and irreplaceable.

But researchers have often found weak or equivocal evidence for the superiority of reading on paper. While a recent study concluded that paper books yielded better comprehension than e-books when many of the digital tools had been removed, the effect sizes were small. A 2021 meta-analysis further muddies the water: When digital and paper books are “mostly similar,” kids comprehend the print version more readily—but when enhancements like motion and sound “target the story content,” e-books generally have the edge.

Nostalgia is a force that every new technology must eventually confront. There’s plenty of evidence that writing with pen and paper encodes learning more deeply than typing. But new digital book formats come preloaded with powerful tools that allow readers to annotate, look up words, answer embedded questions, and share their thinking with other readers.

We may not be ready to admit it, but these are precisely the kinds of activities that drive deeper engagement, enhance comprehension, and leave us with a lasting memory of what we’ve read. The future of e-reading, despite the naysayers, remains promising.

9. New Research Makes a Powerful Case for PBL

Many classrooms today still look like they did 100 years ago, when students were preparing for factory jobs. But the world’s moved on: Modern careers demand a more sophisticated set of skills—collaboration, advanced problem-solving, and creativity, for example—and those can be difficult to teach in classrooms that rarely give students the time and space to develop those competencies.

Project-based learning (PBL) would seem like an ideal solution. But critics say PBL places too much responsibility on novice learners, ignoring the evidence about the effectiveness of direct instruction and ultimately undermining subject fluency. Advocates counter that student-centered learning and direct instruction can and should coexist in classrooms.

Now two new large-scale studies —encompassing over 6,000 students in 114 diverse schools across the nation—provide evidence that a well-structured, project-based approach boosts learning for a wide range of students.

In the studies, which were funded by Lucas Education Research, a sister division of Edutopia , elementary and high school students engaged in challenging projects that had them designing water systems for local farms, or creating toys using simple household objects to learn about gravity, friction, and force. Subsequent testing revealed notable learning gains—well above those experienced by students in traditional classrooms—and those gains seemed to raise all boats, persisting across socioeconomic class, race, and reading levels.

10. Tracking a Tumultuous Year for Teachers

The Covid-19 pandemic cast a long shadow over the lives of educators in 2021, according to a year’s worth of research.

The average teacher’s workload suddenly “spiked last spring,” wrote the Center for Reinventing Public Education in its January 2021 report, and then—in defiance of the laws of motion—simply never let up. By the fall, a RAND study recorded an astonishing shift in work habits: 24 percent of teachers reported that they were working 56 hours or more per week, compared to 5 percent pre-pandemic.

The vaccine was the promised land, but when it arrived nothing seemed to change. In an April 2021 survey conducted four months after the first vaccine was administered in New York City, 92 percent of teachers said their jobs were more stressful than prior to the pandemic, up from 81 percent in an earlier survey.

It wasn’t just the length of the work days; a close look at the research reveals that the school system’s failure to adjust expectations was ruinous. It seemed to start with the obligations of hybrid teaching, which surfaced in Edutopia ’s coverage of overseas school reopenings. In June 2020, well before many U.S. schools reopened, we reported that hybrid teaching was an emerging problem internationally, and warned that if the “model is to work well for any period of time,” schools must “recognize and seek to reduce the workload for teachers.” Almost eight months later, a 2021 RAND study identified hybrid teaching as a primary source of teacher stress in the U.S., easily outpacing factors like the health of a high-risk loved one.

New and ever-increasing demands for tech solutions put teachers on a knife’s edge. In several important 2021 studies, researchers concluded that teachers were being pushed to adopt new technology without the “resources and equipment necessary for its correct didactic use.” Consequently, they were spending more than 20 hours a week adapting lessons for online use, and experiencing an unprecedented erosion of the boundaries between their work and home lives, leading to an unsustainable “always on” mentality. When it seemed like nothing more could be piled on—when all of the lights were blinking red—the federal government restarted standardized testing .

Change will be hard; many of the pathologies that exist in the system now predate the pandemic. But creating strict school policies that separate work from rest, eliminating the adoption of new tech tools without proper supports, distributing surveys regularly to gauge teacher well-being, and above all listening to educators to identify and confront emerging problems might be a good place to start, if the research can be believed.

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National Education Policy 2020: Key Highlights

Last updated on February 11, 2024 by Alex Andrews George

The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower.

The Union Cabinet chaired by Prime Minister Shri Narendra Modi approved the National Education Policy 2020 on July 29, 2020. This policy replaced the 34-year-old National Policy on Education (NPE), in 1986.

Built on the foundational pillars of Access, Equity, Quality, Affordability, and Accountability, this policy is aligned with the 2030 Agenda for Sustainable Development.

The National Education Policy (NEP) aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, and multidisciplinary, suited to 21st-century needs, and aimed at bringing out the unique capabilities of each student.

Table of Contents

Important Highlights of National Education Policy 2020

New Policy aims for Universalization of Education from preschool to secondary level with 100 % GER in school education by 2030.
NEP 2020 will bring 2 crore out-of-school children back into the mainstream.
New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling.
Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, and vocational streams in schools; Vocational Education to start from Class 6 with Internships.
Teaching up to at least Grade 5 to be in mother tongue/ regional language.
Assessment reforms with a 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes.
GER in higher education to be raised to 50 % by 2035; 3.5 crore seats to be added in higher education.
Higher Education curriculum to have Flexibility of Subjects.
Multiple Entries / Exit to be allowed with appropriate certification.
Academic Bank of Credits to be established to facilitate the Transfer of Credits.
National Research Foundation to be established to foster a strong research culture.
Light but Tight Regulation of Higher Education, single regulator with four separate verticals for different functions.
Affiliation System to be phased out in 15 years with graded autonomy to colleges.
NEP 2020 advocates increased use of technology with equity; National Educational Technology Forum to be created.
NEP 2020 emphasizes setting up of Gender Inclusion Fund and Special Education Zones for disadvantaged regions and groups.
New Policy promotes Multilingualism in both schools and HEs; the National Institute for Pali, Persian, and Prakrit, Indian Institute of Translation and Interpretation to be set up.

National Education Policy 2020: School Education

With respect to school education, universal access is the key vision. Also, major reforms are brought in curriculum and pedagogy.

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Ensuring Universal Access at all levels of school education

NEP 2020 emphasizes on ensuring universal access to school education at all levels- preschool to secondary.

Infrastructure support, innovative education centers to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes, an association of counselors or well-trained social workers with schools, open learning for classes 3,5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy, and life-enrichment programs are some of the proposed ways for achieving this.

About 2 crore out-of-school children will be brought back into the mainstream under NEP 2020.

Early Childhood Care & Education with New Curricular and Pedagogical Structure

With an emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of the mental faculties of a child. The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.

NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8. ECCE will be delivered through a significantly expanded and strengthened system of institutions including Anganwadis and pre-schools that will have teachers and Anganwadi workers trained in the ECCE pedagogy and curriculum. The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

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Attaining Foundational Literacy and Numeracy

Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for the setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.

States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025. A National Book Promotion Policy is to be formulated.

Reforms in school curricula and pedagogy

The school curricula and pedagogy will aim for the holistic development of learners by equipping them with key 21st-century skills, reduction in curricular content to enhance essential learning and critical thinking, and a greater focus on experiential learning.

Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, and between vocational and academic streams.

Vocational education will start in schools from the 6th grade and will include internships.

A new and comprehensive National Curricular Framework for School Education, NCFSE 2020-21, will be developed by the NCERT.

Multilingualism and the power of language

The policy has emphasized mother tongue /local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula. Other classical languages and literature of India also to be available as options. No language will be imposed on any student.

Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative. Several foreign languages will also be offered at the secondary level. Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

Assessment Reforms

NEP 2020 envisages a shift from summative assessment to regular and formative assessment, which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. All students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate authority.

Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.

Equitable and Inclusive Education

NEP 2020 aims to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background. Special emphasis will be given to Socially and Economically Disadvantaged Groups (SDGs), including gender, sociocultural, and geographical identities and disabilities. This includes setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups.

Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education, with the support of educators with cross-disability training, resource centers, accommodations, assistive devices, appropriate technology-based tools, and other support mechanisms tailored to suit their needs.

Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities. Free school infrastructure can be used as Samajik Chetna Kendras

Also read: Education in India – A Detailed Analysis

Robust Teacher Recruitment and Career Path

Teachers will be recruited through robust, transparent processes. Promotions will be merit-based, with a mechanism for multi-source periodic performance appraisals and available progression paths to becoming educational administrators or teacher educators. A common National Professional Standard for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT , SCERTs, teachers, and expert organizations from across levels and regions.

School Governance

Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure the availability of all resources including infrastructure, academic libraries, and a strong professional teacher community.

Standard-setting and Accreditation for School Education

NEP 2020 envisages clear, separate systems for policymaking, regulation, operations, and academic matters. States/UTs will set up an independent State School Standards Authority (SSSA). Transparent public self-disclosure of all the basic regulatory information, as laid down by the SSSA, will be used extensively for public oversight and accountability. The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through consultations with all stakeholders.

National Education Policy: Higher Education

The New Education Policy has a great vision for the Higher Education sector as well.

Increase GER to 50 % by 2035

NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3% (2018) to 50% by 2035. 3.5 Crore new seats will be added to Higher education institutions.

Holistic Multidisciplinary Education

The policy envisages broad-based, multi-disciplinary, holistic Undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entries and exit points with appropriate certification. UG education can be of 3 or 4 years with multiple exit options and appropriate certification within this period. For example, a Certificate after 1 year, Advanced Diploma after 2 years, a Bachelor’s Degree after 3 years, and a Bachelor’s with Research after 4 years.

An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs so that these can be transferred and counted towards the final degree made.

Multidisciplinary Education and Research Universities (MERUs), at par with IITs, and IIMs, to be set up as models of the best multidisciplinary education of global standards in the country.

The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.

The Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body for the entire higher education, excluding medical and legal education . HECI to have four independent verticals – the National Higher Education Regulatory Council (NHERC) for regulation, the General Education Council (GEC ) for standard-setting, the Higher Education Grants Council (HEGC) for funding, and the National Accreditation Council( NAC) for accreditation.

HECI will function through faceless intervention through technology, & will have powers to penalize HEIs not conforming to norms and standards. Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation, and academic standards.

Rationalized Institutional Architecture

Higher education institutions will be transformed into large, well-resourced, vibrant multidisciplinary institutions providing high-quality teaching, research, and community engagement. The definition of the university will allow a spectrum of institutions that range from research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges.

Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges. Over a period of time, it is envisaged that every college would develop into either an Autonomous degree-granting College or a constituent college of a university.

Motivated, Energized, and Capable Faculty

NEP makes recommendations for motivating, energizing, and building the capacity of faculty through clearly defined, independent, transparent recruitment, freedom to design curricula/pedagogy, incentivizing excellence, and movement into institutional leadership. Faculty not delivering on basic norms will be held accountable

Teacher Education

A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree. Stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs).

Mentoring Mission

A National Mission for Mentoring will be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

Financial support for students

Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.

Open and Distance Learning

This will be expanded to play a significant role in increasing GER. Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure it is at par with the highest quality in-class programs.

Online Education and Digital Education:

A comprehensive set of recommendations for promoting online education consequent to the recent rise in epidemics and pandemics in order to ensure preparedness with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible has been covered.

A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content, and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

Technology in education

An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups, and streamline educational planning, administration, and management

Promotion of Indian languages

To ensure the preservation, growth, and vibrancy of all Indian languages, NEP recommends setting up an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian, and Prakrit, strengthening Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programs.

Internationalization of education will be facilitated through both institutional collaborations and student and faculty mobility allowing entry of top world-ranked Universities to open campuses in our country.

Professional Education

All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, etc. will aim to become multi-disciplinary institutions.

Adult Education

The policy aims to achieve 100% youth and adult literacy.

Financing Education

The Centre and the States will work together to increase public investment in the Education sector to reach 6% of GDP at the earliest.

NEP: Consultation Process

NEP 2020 has been formulated after an unprecedented process of consultation that involved nearly over 2 lakh suggestions from 2.5 lakh Gram Panchayats, 6600 Blocks, 6000 ULBs, and 676 Districts.

The MHRD initiated an unprecedented collaborative, inclusive, and highly participatory consultation process in January 2015. In May 2016, ‘The Committee for Evolution of the New Education Policy’ under the Chairmanship of Late Shri T.S.R. Subramanian, Former Cabinet Secretary, submitted its report.

Based on this, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016’. In June 2017 a ‘Committee for the Draft National Education Policy’ was constituted under the Chairmanship of eminent Scientist Padma Vibhushan, Dr. K. Kasturirangan, which submitted the Draft National Education Policy, 2019 to the Hon’ble Human Resource Development Minister on 31st May 2019.

The Draft National Education Policy 2019 was uploaded on MHRD’s website and at the ‘MyGov Innovate’ portal eliciting views/suggestions/comments from stakeholders, including the public.

In conclusion, the National Education Policy (NEP) is a crucial document that outlines the roadmap for the development of education in India. It is a significant step towards building a knowledge-based society that is equipped to meet the challenges of the 21st century. The NEP aims to transform the education system by providing equitable access to quality education, promoting innovation, and fostering holistic development.

The policy emphasizes the need for a learner-centered approach that focuses on critical thinking, creativity, and problem-solving. It also seeks to promote interdisciplinary learning, multilingualism, and the integration of vocational education into the mainstream curriculum.

The NEP’s vision of a flexible and inclusive education system that enables lifelong learning is laudable. However, the success of the policy will depend on its effective implementation, which will require adequate funding, infrastructure, and skilled educators.

Overall, the NEP has the potential to revolutionize the education sector in India and make it more relevant and responsive to the needs of the changing world. It is a bold and visionary document that seeks to transform education from being a means of social mobility to a tool for building a better and more just society.

Also Read: Institutions of Eminence Scheme

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Inclusive Education | Concept and Principles | b.ed notes

Concept of inclusive education:.

Education is the basic human right. Everyone has the right to access quality education. And there are some group of people. Who are excluded to access quality education on grounds of some disabilities or special causes. Discrimination is the great threat to these group of people. Inclusive Education which helps for the harmonies development of a society.

There is a need of development or change in the education system. Its essential to change this educational approach from exclusion to inclusion . making a reality of the universal right to equality of education.

To cater learning is the basic human rights of the children with dignity and equity is possible through ‘Inclusive education ’’.

Lets know what is inclusive education ?. And what are the principles of inclusive education ? In details.

Inclusive education is a process of education. Which ensures the equal participation of all children in teaching learning process including with those disabilities.

Inclusive education also known as universal education or integrated education. The concept of integrated education is wider and broad. It means all children are educated in regular classroom. It defines as learning environment which provides all aspects of development including personal, academic and professional development of all learners. Irrespective of their race, color, gender, sex. It leads to a sense of belongingness within classroom community. As integrated education allows all the children to read together, play together, learn together. Which also develops a sense of cooperation, togetherness etc. thus integrated educationi a new concept in education. It is the best method of promoting social acceptance, peace and cooperation.

Definition of Inclusive Education by UNESCO (1994):

Inclusive education involves changes and modification in content, approaches, structures and strategies with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular syIstem to educate all children.

What are the key principles of inclusive education?.

Inclusive education is based on the principle of the followings-

1.Principle of Togetherness:

Inclusive education provides such learning environment that promotes all round development of all learners together in the same educational setting. Irrespective of their caste, color and gender. So it is an approach which brings all children together in a common educational community.

2. Principle of Equality:

Another key principle is the Principle of equality . Everyone has the right to access knowledge skill and information. Indian constitution guarantees some educational rights for the children. In spite of these provisions there are some group of people who are deprived of education because of some special causes or factor. But inclusive education includes all those section of people and provides equality to all.

3.Principle of Participation:

Inclusive education is based on the principle of participation. Inclusive education includes all the children in common educational settings where they can learn together without any discrimination. It provides opportunities for the students with disabilities for the active participation equally. Thus inclusive education promotes the participation for all children or adults in teaching learning process.

4.Principle of acceptance:

It is another principle of inclusive education. Every parents wants to their child to lean or educate with all other students in a regular classroom and become able to lead their life independently. And it is base on this principle of acceptance of all children in education process irrespective of their disabilities.

5. Rejection of special classroom:

It is a process education which strongly rejects the concept of special classroom in special school. Rather it emphasis on togetherness or integration between the normal child and the children with disabilities.

6.Individual differences:

It is another principle of integrated education. Each child is different and unique. It considers this principle of individual differences of the children in learning atmosphere. And that is why it benefits all the children.

7.Opposite of exclusion:

The inclusion is a contrast to exclusion, discrimination and limitation on ground of any differences. All the children who are who are disabled should educate with normal children and have equal access to quality education.

8.Principle of change:

Inclusive educatio n is based on the principle of change. It tries to change the system of education to meet the requirement of the child and not about the change of the children to fit the education system. It tries to include all the children for equal education irrespective of their differences.

Conclusion :

Thus, it is a new concept, covering wide range of areas. It includes all the children with or without disabilities and educate them in the same learning environment. which provides personal, academic and professional development of all learners. Irrespective of their race, color, gender, sex. It leads to a sense of belongingness within classroom community. It is the process of education which promotes social acceptance, peace and cooperation. For more info Wikipedia.

Teaching of English
Gender issues
Inclusive education is based on the principle of——?

Ans: Inclusive e ducation is based on the principle of Equity and the Equal opportunity for all. Inclusive e ducation is a process of e ducation. Which ensures the equal participation of all children in teaching learning process including with those with disabilities. See above to know in details.

Growth and Development- Concept, Difference &…
Characteristics of Inclusive Education
Challenges of Inclusive Education
Principles of Teaching and learning | Bed notes
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Great Vision of Swami Vivekananda About Education

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Who is swami vivekananda, swami vivekananda’s views on education, according to swami vivekananda, the ultimate aims of education are:, swami vivekananda quotes on education.

His Early Life Swami Vivekananda was born on 12th January 1863 with the birth name Narendranath Datta (Narendra or Naren) to father, Vishwanath Datta, a Bengali barrister, philanthropist, novelist, and an attorney at the Calcutta High Court and mother, Bhubaneswari Devi, a dedicated housewife. Swami Vivekananda’s grandfather, Durgacharan Datta, was a Sanskrit and Persian scholar who at the age of twenty-five, became a monk and had to leave his family. Swami Vivekananda was born into a prominent and respectable Bengali Kayastha family in Calcutta and had eight other siblings. From a very young age, Swami Vivekananda was interested in spirituality because of his mother’s religious nature. He even used to meditate in front of the images of gods and goddesses like Shiva, Rama, Sita, and Hanuman. He was also captivated by monks.

Swami Vivekananda was the only student who received first–division marks in the Presidency College’s entrance examination. He was a keen reader and was passionate about an ample range of subjects like philosophy, religion, art, social science, history, and literature. He was fascinated by Hindu scriptures such as the Vedas, the Bhagavad Gita, the Upanishads, the Ramayana, the Mahabharata, and the Puranas as well. Swami Vivekananda knew Indian classical music and he even studied Western philosophy, European history, Sanskrit scriptures, and Bengali literature. He passed his Fine Arts examination in 1881 and in the year 1884, he completed his Bachelor of Arts degree.

Swami Vivekananda’s college principal, William Hastie even wrote that Narendra (Swami Vivekananda) is a genius and that he has never came across a boy like him. He even said that Narendra is bound to make his mark in life. Swami Vivekananda can speed reading and be known for his extraordinary and vast memory which is why he was even called a shrutidhara, a person who has a prodigious memory.

Swami Vivekananda was a social reformer, a Hindu spiritual leader, an Indian Hindu monk, a philosopher, and a great thinker. He played an important role in introducing the Indian philosophies of Vedanta and Yoga to the Western world. He attempted to combine Indian spirituality with Western global. He even brought Hinduism to the level of a major world religion.

Swami Vivekananda wanted to reform and so he joined the Brahmo Samaj which was led by Keshab Chandra Sen and Debendranath Tagore. The Brahmo Samaj was dedicated to take away infant marriage and unfold schooling among women and lower castes. He first met Ramakrishna in the year 1881 and later, in the year 1884 after his father’s death, Narendra (Swami Vivekananda) accepted Ramakrishna as his Guru. Narendra then became the chief disciple of Ramakrishna. Ramakrishna died in the year 1886 and later, Narendra and eight other disciples decided to live their lives the way their master lived. This is when Narendranath took the name “Swami Vivekananda”.

Swami Vivekananda later started visiting several countries and gave many lectures. He gave lectures for nearly two years after which he returned to India. He founded the Ramakrishna Mission on 1 May 1897 for the social service and welfare of the world. He constantly targeted teaching universal principles. Under this mission, he established many schools, colleges, and hospitals. His teachings motivated everyone. He turned into an extremely good orator and an English and Bengali writer.

“What is education? Is it book learning? No. Is it diverse knowledge? Not even that. The training by which the current and expression of will are brought under control and become fruitful is called education.”

“If education is identical with information, the libraries are the greatest sages in the world and encyclopedias are the Rishis.”

“Educate and raise the masses, and thus alone a nation is possible.”

“Education is the manifestation of the perfection already in man”

These are some of Swami Vivekananda’s quotes. Swami Vivekananda embraced education. According to him, education is incomplete without the teaching of aesthetics or fine arts. The knowledge of values and not of facts was his aim of education. He saw that education now only focused on scoring high marks so that students can become doctors, engineers, lawyers, or something else with the main goal being to earn as much money as possible. He wanted to re-introduce value-based education and imbibe human values in people. He said that education should cover all parts of life like physical, intellectual, material, emotional, moral, and spiritual. His teachings were based on Ramakrishna’s spiritual teachings of the Divine manifestations.

He preached philosophies, spiritualism, and principles of Vedanta. Swami Vivekananda was a great teacher. He promoted faith in Advaita Vedanta or non-dualism. He was taught and educated that service to living beings meant service to God. He believed that a person must discover himself or herself and when that happens, it will help them in the expansion and the enrichment of their soul. He also believes that knowledge is inherent in man and it already exists in the individual. One only has to discover it. He believed that education is a part of human life and that it helps create self-confidence and self-realization and that it makes an individual aware of their hidden powers. He stressed personal contact with the teacher and that without the teacher, there won’t be education.

1. Achieve perfection – knowledge is already present in man, one has to discover it.

2. Fulfilment of Swadharma – to grow like yourself and not copy others.

3. Creating self-confidence and self-realization – one has many qualities within them but they are not conscious of it. Swami Vivekananda said that – “Faith in us and faith in God – this is the secret of greatness.”

“Wake up, rise, and do not stop till your aim of life is achieved.”

4. Unity in Diversity – individuals should develop this sense through education.

5. Formation of Character – “We want that education, by which character is formed, the strength of mind is increased, intellect is expanded and by which one can stand on one’s own feet.”

6. Personality Development – According to him, “Personality is two-third and his intellect and words are only one-third in making the real man.”

7. Physical and Mental Growth – education should aim at the physical and mental development of a child.

8. Moral, Spiritual and Religious Development – a nation’s and an individual’s greatness are possible only through these.

9. Universal Brotherhood – “Through education, we should gradually reach the idea of universal brotherhood by lining down the walls of separation and inequality. In every man, in every animal, however weak or miserable, great or small, resides the same omnipresent and omniscient soul. The difference is not in the soul, but a manifestation.”

Every year, India celebrates National Youth Day on 12th January to pay tribute to Swami Vivekananda on his birth anniversary. He died on 4 July 1902, while doing meditation.

Education is the Manifestation of the Perfection Already in Man.

Educate & Raise the Masses, & Thus Alone a Nation is Possible.

In a Conflict Between the Heart and the Brain, Follow Your Heart.

The Secret of Life is Not Enjoyment But Education Through Experience.

The Very Essence of Education is Concentration of Mind.

There is Only One Purpose in the Whole of Life – Education.

You are the Creator of Your Own Destiny!

Take Risks in Your Life, If You Win, You Can Lead ! If You Loose, You Can Guide!

Image credits: The copyright for the images used in this article belong to their respective owners. Best known credits are given under the image. For changing the image credit or to get the image removed from Caleidoscope, please contact us.

Good Afternoon!

Fantastic Research you have done about the great Monk of India.

Dr. S K Sarkar

Thank you Doctor!

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National Education Policy (NEP 2020)

The Union Cabinet approved the National Education Policy (NEP) in July 2020. This policy will usher in sweeping changes to the education policy of the country, including a renaming of the Ministry of Human Resource Development as the Education Ministry. This article on education in India is aligned with the UPSC Syllabus and is relevant for prelims and mains examination.

National Education Policy 2020 UPSC Notes Download PDF Here

Education and topics related to education in India are relevant for the IAS Exam and are often seen in the news and hence are important for the UPSC Mains. Aspirants can find notes for UPSC Mains General Studies topics from the links given at the end of the article.

Candidates must read about NIPUN Bharat Programme that has been launched as a part of New Education Policy 2020, in June 2021.

The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system – from the school to the college level.

Its aims at making “India a global knowledge superpower”.
The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
The New Education Policy cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
The two earlier education policies were brought in 1968 and 1986.

Aspirants should read about New Education Policy along with other education-related topics to holistically cover this article. Such similar articles are linked below:

In this article, you will get the following facts about the new National Education Policy 2020 for the UPSC exam:

What is the new National Education Policy 2020?

National Education Policy of India – Background:

The Ministry of Human Resource Development formed a Committee chaired by Dr K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017. The Committee submitted its report on May 31, 2019.

The National Policy on Education covers elementary and university education in urban as well as rural India.

The very first policy for education was promulgated in 1968 with the second one following in 1986.
The first NPE was based on the recommendations of the Education Commission (1964-66). This policy sought to have a ‘radical restructuring’ of India’s educational system and equalizing opportunities for education for all, to accomplish national integration and better economic and cultural development.
The NPE also called for realizing compulsory education for every child until the age of fourteen, as mentioned in the Indian Constitution.
It also aimed at providing enhanced training and improving teachers’ qualifications.

Compare NEP 2020 with NEP 1991 in the linked article.

Some relevant points from the official NEP 2020 PDF that can be useful for the UPSC Mains Exam:

NEP 2020 is the 21st Century’s first education policy in India.
The development of the creative potential of each student is emphasized in the National Education Policy 2020.
The NEP 2020 mentioned the ancient scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar.
Flexibility
No hard separations between subjects, curricular and extra-curricular activities
Multi-disciplinary education
Conceptual understanding
Critical thinking
Ethical Values
Teachers as the heart of the learning process
The strong public education system

Also, read State of School Education in India .

Features of National Education Policy 2020

The National Education Policy as submitted by the Kasturirangan Committee submitted an education policy that seeks to address the following challenges facing the existing education system:

Affordability
Accountability
The policy provides for reforms at all levels of education from school to higher education.
NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education.
Increasing public investment in education,
Setting up NEC (National Education Commission),
Increasing focus on vocational and adult education,
Strengthening the use of technology, etc.

Compare the features of the New Education Policy with National Agricultural Education Policy .

Key Recommendations of National Education Policy 2020

The National Education Policy 2020 has recommendations and reforms with respect to the following items:

You can read the complete set of recommendations of the NEP 2020 in CNA dated July 30, 2020 .

The above-mentioned recommendations are explained below.

Early Childhood Care and Education

The NEP recommended that early childhood care & education be developed in a two-part curriculum consisting of:

Guidelines for Parents & Teachers of students up to 3 years of age
An educational framework for students between the ages of 3-8 years

The NEP talks about the implementation of these recommendations by expanding and improving the quality of the Anganwadi system and co-locating them with primary schools.

Right to Education Act, 2009

The NEP recommended extending the range of the Right to Education Act ,2009 to include the following education levels:

Early Childhood &
Secondary School

This will allow coverage of RTE to all children between the ages of 3-18 years. In addition, it suggested the elimination of detention of children until class eight.

Curriculum Framework

Reforms in the framework of the current curriculum of school education are based on the development needs of the students. The NEP recommends the 5-3-3-4 pattern explained in the table below:

School Exam Reforms

Reforms in the school exam recommended by the NEP include tracking the progress of the students throughout their school experience.

It includes State Census Exams in class 3, 5 and 8.
Another important recommendation was the restructuring of the 10th board exam that would mainly focus and test only the skills, core concepts and higher-order thinking & capacities.

Regulatory Structure and Accreditation of Higher Educational Institutions

In terms of Accreditation and Regulatory structure, the NEP recommended the following changes:

Setting up NHERA (National Higher Education Regulatory Authority),
Separating NAAC from UGC into an autonomous and independent body.

Read more on the UGC in the linked article.

National Research Foundation

In order to improve the quality of research in India, the NEP recommended:

It would be an autonomous body that would administer the mentoring, funding and capacity building for quality research in India.

Education Governance

The NEP recommended establishing an apex body for education headed by the Prime Minister under the name Rashtriya Shiksha Aayog or National Education Commission .

It also suggested changing the name of the Ministry of Human Resources & Development to the Ministry of Education.

Financing Education

Doubling the public investment for education was one of the important recommendations of the NEP 2020.

NEP 2020 insisted on the expenditure of 6% of the GDP on education.
Doubling the current 10% of total public expenditure to 20% in the next decade was recommended.

National Mission on Education through Information and Communication Technology

The NEP suggested setting up an autonomous body that would facilitate decision making on the deployment, induction and use of technology. NEP said that this would be achieved by implementing the following measures:

The recommended autonomous body would be administered under this mission.
It will also include virtual laboratories in various disciplines providing remote access.

Vocational Courses

Recommendations of NEP 2020 with respect to Vocational courses can be listed as follows:

Students in classes 9 to 12 must receive vocational education on at least one vocation,
Schools should build expert curriculum delivery methods that are aligned with National Skills Qualifications Framework (NSQF) competency levels,
Higher Education Institutes must also provide vocational courses that are integrated into undergraduate education programmes.

Three Language Formula

The Policy recommended that the three-language formula be continued and flexibility in the implementation of the formula should be provided. The three-language formula states that state governments should adopt and implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states.

National Education Policy 2020 Concerns

Some of the concerns expressed about the NEP 2020 are as follow:

The report fails to address and incorporate ideas based on contemporary global thinking like the emphasis on creativity and critical thinking and the need for learning in a non-competitive and non-hierarchical ecosystem and discovering one’s true passion without any sense of fear.
Delivering the changes proposed related to Anganwadis may be difficult despite the focus given to early childhood care and schooling.
The propositions of volunteer teachers, peer tutoring, rationalisation of the system of schools and sharing of resources do not seem like long-term solutions.
Lack of clarity in government strategies regarding the Public Sector like municipal schools, state-run institutions, Kendra Vidyalaya, etc.
The creation of a National Testing Agency (NTA) has generated scepticism. The NTA, though envisaged to serve as a premier, expert, autonomous testing organisation to conduct entrance examinations for admissions and fellowships in higher educational institutions may, in reality, lead to loss of autonomy among the universities and departments over admissions.

For a critical analysis of the National Education Policy 2020, check CNA dated July 31, 2020 editorials .

Merits of New Education Policy 2020

Comprehensive : NEP seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
Early Childhood Education : In adopting a 5+3+3+4 model for school education starting at age 3, the New education Policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future
Easy on Regulations: NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration
Holistic : The policy, inter alia, aims to eliminate problems of pedagogy, structural inequities, access asymmetries and rampant commercialization.
Promote Inclusion: The Policy proposes the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education

To complement the GS 1 preparation, candidates can check the following links:

UPSC Questions related to National Education Policy 2020

Who is the chairman of the national education policy 2020.

K. Kasturirangan is the chairman of the National Education Policy 2020.

When was the National Policy on Education formulated?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020. The gist of New Education Policy discussion on RSTV-Big Picture episode can be checked at the linked article.

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What is education? A definition and discussion

Education is the wise, hopeful and respectful cultivation of learning and change undertaken in the belief that we all should have the chance to share in life.

Education – cultivating hopeful environments and relationships for learning

Acting in hope

Education – being respectful, informed and wise

Being respectful

Being informed

Education – acting so that all may share in life

Looking beyond process

Having the chance to share in life

Conclusion – so what is education?

The process of education

Further reading and references

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Every child has the right to quality education and learning.

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