20 Reasons Why Education Is Better Than Money?

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Reasons why education is better than money – Reduces Child Mortality According to UNESCO, a child born to a mother who can read is 50 percent more likely to survive past the age of five. This means parents that are educated know what to do and where to go when their children are facing challenges like health.

Stability and financial security Once level of educational attainment can sometimes determine what such a person will earn. And that is why a person’s income is often linked to his or her educational attainment. Around the world, there are more employment opportunities for those who complete high school, earn a degree, diploma, or certificate, or go on to post-graduate studies.

These can also mean higher wages or salaries. Economic growth (as a nation) The most wealthy nation has an educated population. An educated population is important in building a nation’s economy. According to studies, countries with the highest literacy rates are more likely to progress human and economic development.

  1. Developing problem-solving skills The schooling system is structured to teach a person how to develop critical and logical thinking skills.
  2. This way, one will be able to make quality decisions.
  3. This skill prepares a child for adulthood when significant and insignificant decisions become part of his daily life.

Read: Other reasons include:

It leads to innovations and discoveriesIt gives confidenceIt helps to make quality decisionsIt develops a quality outlook on lifeIt makes you self-dependentIt contributes to human development

The points listed above have shown why education is better than money. : 10 Reasons Why Education Is Better Than Money » Servantboy
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Why education is more better than money?

Money vs Education, Which is More Important – Money is required for basic expenses, but that is not the only requirement. Money helps us reach our objectives and support the things we care about most, such as family, education, health care, charity, adventure, enjoyment, and so on.

  • It assists us in obtaining some of life’s intangibles, such as freedom or independence, as well as the opportunity to maximize our abilities and talents.
  • It allows us to chart our path in life.
  • It ensures financial safety.
  • Much good may be accomplished with money, and unnecessary suffering can be prevented or eliminated.

Education, on the other hand, is essential for survival. Everyone needs education at some point in their lives to improve their knowledge, manner of life, and social and financial standing. Although it may not provide you with financial standing in society, a literate mind will undoubtedly set you apart.

Education is amazing in that it is not restricted by age. While money gives us the ability to make a difference in our own lives and the lives of others, it is impossible to obtain an education without it. The cost of education is quite expensive these days, and it will continue to rise in the near future.

Education may be too expensive, particularly at private institutions and universities. While you don’t have to pay back your student loans until after you graduate, the payment will ultimately come due. Without funding, education would come to a halt. Also see: Best side hustles for teachers to make extra money In a different light, money may be able to buy what you ” desire,” but education helps you to realize what you “need” to live a better life.

This is demonstrated by the numerous non-monetary advantages that may be obtained via education. Money may allow us to have more control over our lives, but it is education that allows us to contribute to society. Although money is useful, an educated individual understands how to make money in the first place.

Education has the potential to open up job opportunities. With an education, you have the potential to earn more money than others who do not. Obtaining a degree might expand your options in some professions, allowing you to make more money. Many employers provide educational incentives to their workers.

Anyone who stays up with current trends will always be able to make more money. If you are well educated, your chances of living in poverty are lower. Furthermore, you cannot lose or be stripped of your education. Whatever happens, the lessons you’ve learned will be with you. Even if you lose a wonderful job, your degree and experience will assist you in finding work in the future.

When a financial catastrophe strikes, you can’t lose what you’ve learned. Even if you become indebted due to unforeseen circumstances, your education will not be taken away from you. Nevertheless, much of the narrative about the benefits of going to college and having a degree is centred around the concept that if you have a degree, you’ll be able to make more money.

  1. For many people, education is only a means to an end, which is monetary gain.
  2. Some believe, however, that if generating money is your primary incentive for pursuing a profession, you might explore trade schools and other qualifications that may help you earn a fair living.
  3. After all, while many people dismiss trade skills such as plumbing and electrical labour, these individuals may amass money more quickly than their more educated counterparts.

We frequently read about people who have amassed enormous wealth while having had very little formal education. In fact, having a degree does not ensure that you will earn more since many people without a degree make more money than graduates. Regardless, education will assist you in developing a decent character, a noble personality, and, above all, will help you become a better person.

You will not only be able to make money with education, but you will also be able to efficiently use the money you have made to benefit yourself and others. Money is a slippery slope, but those who figure out what they genuinely value and match their money with those beliefs have the most financial and personal well-being.

Education is necessary to become such a person. Never forget that knowledge is power. Recommended: Countries with the best education system in the world Conclusion Money vs Education is a perennial debate. The common view of money and education in our lives has been emphasized in this article. Edeh Samuel Chukwuemeka ACMC, is a Law Student and a Certified Mediator/Conciliator in Nigeria. He is also a Developer with knowledge in HTML, CSS, JS, PHP and React Native. Samuel is bent on changing the legal profession by building Web and Mobile Apps that will make legal research a lot easier.
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What is the biggest benefit of education?

Education is a powerful agent of change, and improves health and livelihoods, contributes to social stability and drives long-term economic growth. Education is also essential to the success of every one of the 17 sustainable development goals, GPE helps partner countries transform their education systems to ensure that every girl and boy can get the quality education they need to unlock their full potential and contribute to building a better world.
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What are the five main value in education?

Values are defined in literature as everything from eternal ideas to behavioral actions. As used here values refer to criteria for determining levels of goodness, worth or beauty. Values are affectively-laden thoughts about objects, ideas, behavior, etc.

  1. That guide behavior, but do not necessarily require it (Rokeach, 1973).
  2. The act of valuing is considered an act of making value judgments, an expression of feeling, or the acquisition of and adherence to a set of principles.
  3. We are covering values as part of the affective system.
  4. However, once they are developed they provide an important filter for selecting input and connecting thoughts and feelings to action and thus could also be included in a discussion of the regulatory system.

Some of the values designated by the SCANS report (Whetzel, 1992) as important for workers in the information age are responsibility, self-esteem, sociability, integrity, and honesty. Huitt (1997) suggests an additional set of important values that are either implied in the SCANS report or are suggested by the writings of futurists or behavioral scientists as important for life success: autonomy, benevolence, compassion, courage, courtesy, honesty, integrity, responsibility, trustworthiness, and truthfulness.

  • Other lists of core values have been developed.
  • For example, a group of educators, character education experts, and leaders of youth organizations meeting under the sponsorship of The Josephson Institute of Ethics developed the following list: respect, responsibility, trustworthiness, caring, justice and fairness, and civic virtue and citizenship ( The Character Education Partnership, Inc,, 1996).

The Council for Global Education (1997) asserts the following set of values are either stated or implied in the Constitution of the United States and the Bill of Rights: compassion, courtesy, critical inquiry, due process, equality of opportunity, freedom of thought and action, human worth and dignity, integrity, justice, knowledge, loyalty, objectivity, order, patriotism, rational consent, reasoned argument, respect for other’s rights, responsibility, responsible citizenship, rule of law, tolerance, and truth.

Despite the debate over exactly what are the core values that ought to be taught in schools, the Association for Supervision and Curriculum Development (1996) suggests it is possible for communities to reach consensus on a set of values that would be appropriate for inclusion in the school curriculum.

Once a community has done so, the next issue is how should one go about the process of teaching values. As a beginning effort in this direction, I have developed a ” Survey of Desired Values, Virtues, and Attributes “. A preliminary study shows considerable overlap in beliefs among preservice and practicing educators ( Huitt, 2003 ).

  1. Values Education Values education is an explicit attempt to teach about values and/or valuing.
  2. Superka, Ahrens, & Hedstrom (1976) state there are five basic approaches to values education: inculcation, moral development, analysis, values clarification, and action learning,
  3. This text was used as the major source for the organization of the following presentation.

Inculcation Most educators viewing values education from the perspective of inculcation see values as socially or culturally accepted standards or rules of behavior. Valuing is therefore considered a process of the student identifying with and accepting the standards or norms of the important individuals and institutions within his society.

  1. The student “incorporates” these values into his or her own value system.
  2. These educators take a view of human nature in which the individual is treated, during the inculcation process, as a reactor rather than as an initiator.
  3. Extreme advocates such as Talcott Parsons (1951) believe that the needs and goals of society should transcend and even define the needs and goals of the individuals.

However, advocates who consider an individual to be a free, self-fulfilling participant in society tend to inculcate values as well, especially values such as freedom to learn, human dignity, justice, and self-exploration. Both the social- and individualistic-oriented advocates would argue the notion that certain values are universal and absolute.

  • The source of these values is open to debate.
  • On the one hand some advocates argue they derive from the natural order of the universe; others believe that values originate in an omnipotent Creator.
  • In addition to Parsons (1951), the theoretical work of Sears and his colleagues (1957, 1976) and Whiting (1961) provide support for this position.

More contemporary researchers include Wynne and Ryan (1989, 1992). The materials developed by the Georgia Department of Education (1997), the work of William Bennett (e.g., 1993) and The Character Education Institute (CEI) also promote the inculcation viewpoint.

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Moral Development Educators adopting a moral development perspective believe that moral thinking develops in stages through a specific sequence. This approach is based primarily on the work of Lawrence Kohlberg (1969, 1984) as presented in his 6 stages and 25 “basic moral concepts.” This approach focuses primarily on moral values, such as fairness, justice, equity, and human dignity; other types of values (social, personal, and aesthetic) are usually not considered.

It is assumed that students invariantly progress developmentally in their thinking about moral issues. They can comprehend one stage above their current primary stage and exposure to the next higher level is essential for enhancing moral development. Educators attempt to stimulate students to develop more complex moral reasoning patterns through the sequential stages. Kohlberg’s view of human nature is similar to that presented in the ideas of other developmental psychologists such as Piaget (1932, 1962), Erikson (1950), and Loevinger et al. (1970). This perspective views the person as an active initiator and a reactor within the context of his or her environment; the individual cannot fully change the environment, but neither can the environment fully mold the individual.

  • A person’s actions are the result of his or her feelings, thoughts, behaviors, and experiences.
  • Although the environment can determine the content of one’s experiences, it cannot determine its form.
  • Genetic structures already inside the person are primarily responsible for the way in which a person internalizes the content, and organizes and transforms it into personally meaningful data.

The moral development technique most often used is to present a hypothetical or factual value dilemma story which is then discussed in small groups. Students are presented with alternative viewpoints within these discussions which is in hypothesized to lead to higher, more developed moral thinking.

  1. The story must present “a real conflict for the central character”, include “a number of moral issues for consideration”, and “generate differences of opinion among students about the appropriate response to the situation.”
  2. A leader who can help to focus the discussion on moral reasoning.
  3. A classroom climate that encourages students to express their moral reasoning freely (Gailbraith & Jones, 1975, p.18).

There is an assumption that values are based on cognitive moral beliefs or concepts. This view would agree with the inculcation assumption that there are universal moral principles, but would contend that values are considered relative to a particular environment or situation and are applied according to the cognitive development of the individual.

Gilligan (1977, 1982) critiqued Kohlberg’s work based on his exclusive use of males in his original theoretical work. Based on her study of girls and women, she proposed that females make moral decisions based on the development of the principle of care rather than on justice as Kohlberg had proposed.

Whereas Kohlberg identified autonomous decision making related to abstract principles as the highest form of moral thinking, Gilligan proposed that girls and women are more likely to view relationships as central with a win-win approach to resolving moral conflicts as the highest stage. In addition to the researchers cited above, Sullivan and his colleagues (1953, 1957) also provide support for this view include. Larry Nucci (1989), Director of the Office for Studies in Moral Development and Character Formation at the University of Illinois at Chicago has developed The Moral Development and Education Homepage to promote this approach.

  • Analysis The analysis approach to values education was developed mainly by social science educators.
  • The approach emphasizes rational thinking and reasoning.
  • The purpose of the analysis approach is to help students use logical thinking and the procedures of scientific investigation in dealing with values issues.

Students are urged to provide verifiable facts about the correctness or value of the topics or issues under investigation. A major assumption is that valuing is the cognitive process of determining and justifying facts and beliefs derived from those facts.

  1. This approach concentrates primarily on social values rather than on the personal moral dilemmas presented in the moral development approach.
  2. The rationalist (based on reasoning) and empiricist (based on experience) views of human nature seem to provide the philosophical basis for this approach.
  3. Its advocates state that the process of valuing can and should be conducted under the ‘total authority of facts and reason’ (Scriven, 1966, p.232) and ‘guided not by the dictates of the heart and conscience, but by the rules and procedures of logic’ (Bond, 1970, p.81).

The teaching methods used by this approach generally center around individual and group study of social value problems and issues, library and field research, and rational class discussions. These are techniques widely used in social studies instruction.

  1. stating the issues;
  2. questioning and substantiating in the relevance of statements;
  3. applying analogous cases to qualify and refine value positions;
  4. pointing out logical and empirical inconsistencies in arguments;
  5. weighing counter arguments; and
  6. seeking and testing evidence.

A representative instructional model is presented by Metcalf (1971, pp.29-55):

  1. identify and clarify the value question;
  2. assemble purported facts;
  3. assess the truth of purported facts;
  4. clarify the relevance of facts;
  5. arrive at a tentative value decision; and
  6. test the value principle implied in the decision.

Additional support for this approach is provided by Ellis (1962), Kelly (1955), and Pepper (1947). The thinking techniques demonstrated by MindTools is an excellent example of strategies used in this approach. Values Clarification The values clarification approach arose primarily from humanistic psychology and the humanistic education movement as it attempted to implement the ideas and theories of Gordon Allport (1955), Abraham Maslow (1970), Carl Rogers (1969), and others.

  • The central focus is on helping students use both rational thinking and emotional awareness to examine personal behavior patterns and to clarify and actualize their values.
  • It is believed that valuing is a process of self-actualization, involving the subprocesses of choosing freely from among alternatives, reflecting carefully on the consequences of those alternatives, and prizing, affirming, and acting upon one’s choices.

Values clarification is based predominately on the work of Raths, Harmin & Simon (1978), Simon & Kirschenbaum (1973), and Simon, Howe & Kirschenbaum (1972). Whereas the inculcation approach relies generally on outside standards and the moral development and analysis approaches rely on logical and empirical processes, the values clarification approach relies on an internal cognitive and affective decision making process to decide which values are positive and which are negative.

  1. It is therefore an individualistic rather than a social process of values education.
  2. From this perspective, the individual, if he or she is allowed the opportunity of being free to be his or her true self, makes choices and decisions affected by the internal processes of willing, feeling, thinking, and intending.

It is assumed that through self-awareness, the person enters situations already pointed or set in certain directions. As the individual develops, the making of choices will more often be based on conscious, self-determined thought and feeling. It is advocated that the making of choices, as a free being, which can be confirmed or denied in experience, is a preliminary step in the creation of values (Moustakas, 1966).

Within the clarification framework a person is seen as an initiator of interaction with society and environment. The educator should assist the individual to develop his or her internal processes, thereby allowing them, rather than external factors, to be the prime determinants of human behavior; the individual should be free to change the environment to meet his or her needs.

Methods used in the values clarification approach include large- and small-group discussion; individual and group work; hypothetical, contrived, and real dilemmas; rank orders and forced choices; sensitivity and listening techniques; songs and artwork; games and simulations; and personal journals and interviews; self-analysis worksheet.

  • A vital component is a leader who does not attempt to influence the selection of values.
  • Like the moral development approach, values clarification assumes that the valuing process is internal and relative, but unlike the inculcation and developmental approaches it does not posit any universal set of appropriate values.

A sevenfold process describing the guidelines of the values clarification approach was formulated by Simon et al. (1972);

  1. choosing from alternatives;
  2. choosing freely;
  3. prizing one’s choice;
  4. affirming one’s choice;
  5. acting upon one’s choice; and
  6. acting repeatedly, over time.

Additional theorists providing support for the values clarification approach include Asch (1952) and G. Murphy (1958). Action Learning The action learning approach is derived from a perspective that valuing includes a process of implementation as well as development.

That is, it is important to move beyond thinking and feeling to acting. The approach is related to the efforts of some social studies educators to emphasize community-based rather than classroom-based learning experiences. In some ways it is the least developed of the five approaches. However, a variety of recent programs have demonstrated the effectiveness of the techniques advocated by this approach (e.g., Cottom, 1996; Gauld, 1993; Solomon et al., 1992).

Advocates of the action learning approach stress the need to provide specific opportunities for learners to act on their values. They see valuing primarily as a process of self-actualization in which individuals consider alternatives; choose freely from among those alternatives; and prize, affirm, and act on their choices.

They place more emphasis on action-taking inside and outside the classroom than is reflected in the moral development, analysis, and values clarification processes. Values are seen to have their source neither in society nor in the individual but in the interaction between the person and the society; the individual cannot be described outside of his or her context.

The process of self-actualization, so important to the founders of the values clarification approach, is viewed as being tempered by social factors and group pressures. In this way it is more related to Maslow’s (1971) level of transcendence which he discussed towards the end of his career.

  • Input Phase -a problem is perceived and an attempt is made to understand the situation or problem 1. Identify the problem(s) and state it (them) clearly and concisely 2. State the criteria that will be used to evaluate possible alternatives to the problem as well as the effectiveness of selected solutions; state any identified boundaries of acceptable alternatives, important values or feelings to be considered, or results that should be avoided 3. Gather information or facts relevant to solving the problem or making a decision
  • Processing Phase -alternatives are generated and evaluated and a solution is selected 4. Develop alternatives or possible solutions 5. Evaluate the generated alternatives vis-a-vis the stated criteria 6. Develop a solution that will successfully solve the problem (diagnose possible problems with the solution and implications of these problems; consider the worst that can happen if the solution is implemented; evaluate in terms of overall “feelings” and “values”
  • Output Phase -includes planning for and implementing the solution 7. Develop plan for implementation (sufficiently detailed to allow for successful implementation) 8. Establish methods and criteria for evaluation of implementation and success 9. Implement the solution
  • Review Phase -the solution is evaluated and modifications are made, if necessary 10. Evaluating implementation of the solution (an ongoing process) 11. Evaluating the effectiveness of the solution 12. Modifying the solution in ways suggested by the evaluation process

Many of the teaching methods of similar to those used in analysis and values clarification, In fact, the first two phases of Huitt’s model are almost identical to the steps used in analysis. In some ways the skill practice in group organization and interpersonal relations and action projects is similar to that of Kohlberg’s “Just School” program that provides opportunities to engage in individual and group action in school and community (Power, Higgins & Kohlberg, 1989).

  1. A major difference is that the action learning approach does not start from a preconceived notion of moral development.
  2. Schools of thought providing support for the action learning approach include: Adler, 1924; Bigge, 1971; Blumer, 1969; Dewey, 1939; Horney, 1950; Lewin, 1935; and Sullivan, 1953.
  3. The Values in Action and the Giraffe projects exemplify this approach.
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Summary In summary, each of the approaches to values education has a view of human nature, as well as purposes, processes and methods used in the approach. For example, the inculcation approach has a basic view of human nature as a reactive organism. The analysis and values clarification approaches, on the other hand, view the human being as primarily active.

Overview of Typology of Values Education Approaches
Approach Purpose Methods
Inculcation
  • To instill or internalize certain values in students;
  • To change the values of students so they more nearly reflect certain desired values
  • Modeling;
  • Positive and negative reinforcement;
  • Manipulating alternatives;
  • Games and simulations;
  • Role playing
Moral Development
  • To help students develop more complex moral reasoning patterns based on a higher set of values;
  • To urge students to discuss the reasons for their value choices and positions, not merely to share with others, but to foster change in the stages of reasoning of students
  • Moral dilemma episodes with small-group discussion;
  • Relatively structured and argumentative without necessarily coming to a “right” answer
Analysis
  • To help students use logical thinking and scientific investigation to decide value issues and questions
  • To help students use rational, analytical processes in interrelating and conceptualizing their values
  • Structured rational discussion that demands application of reasons as well as evidence;
  • Testing principles;
  • Analyzing analogous cases;
  • Research and debate
Values Clarification
  • To help students become aware of and identify their own values and those of others;
  • To help students communicate openly and honestly with others about their values;
  • To help students use both rational thinking and emotional awareness to examine their personal feelings, values, and behavior patterns
  • Role-playing games;
  • Simulations;
  • Contrived or real value-laden situations;
  • In-depth self-analysis exercises;
  • Sensitivity activities;
  • Out-of-class activities;
  • Small group discussions
Action Learning
  • Those purposes listed for analysis and values clarification;
  • To provide students with opportunities for personal and social action based on their values;
  • To encourage students to view themselves as personal-social interactive beings, not fully autonomous, but members of a community or social system
  • Methods listed for analysis and values clarification;
  • Projects within school and community practice;
  • Skill practice in group organizing and interpersonal relations

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What is the importance of education in our life 150 words?

Importance of Education Essay 2 (150 words) – In such competitive world, it is must for all to have good education. The importance of higher education has become increased in getting good job and position. Proper education creates lots of ways to go ahead in the future.

  • It makes us strong mentally, socially and intellectually by increasing our knowledge level, technical skills and good position in the job.
  • Each and every kid has their own dream of doing something different in the life.
  • Sometimes parents dream for their kids to become a doctor, IAS officer, PCS officer, engineer and other high level positions.

There is only one way to all dreams which is good education. Students who are interested in other areas like sports, game, dance, music, etc continue their further study together with their specialties in order to have degree, knowledge, skill and confidence.
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Why is education important study?

Education aims to explain educational outcomes – why people learn in the way they do when living in different contexts such as in families, schools, neighbourhoods and society.
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What education gives us?

7. It gives empowerment – Education helps turn weakness into strength. Education gives us the confidence to stand for ourselves. It improves our decision making capabilities, makes us mobile and gives us access to social networks. Many researches have proven that in countries where women are subjected to gender bias, education helped them stand up against marital violence, improved their decision making capabilities and helped them take charge of their own lives. A writer, traveller and culture enthusiast, Shweta has had the opportunity to live in six different countries and visit many more. She loves researching and understanding the Internet of things and its impact on life. When she is not writing blogs, she’s busy running behind her 6 year old with a bowl of veggies : What are the 7 ways education can power a better world?
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Why education is the best way?

10. Introducing Empowerment – Education is the key to turn a weakness into a strength. It offers different tools and ways to understand problems that lay ahead of us and helps resolve them. More importantly, education provides us with considerable mental agility to make the right decisions and spring into action when needed.

  1. Many types of research show that educated women can more easily stand up against gender bias and marital violence as they have improved their decision-making capabilities.
  2. Whether it is about respect, a higher position in society and a professional environment, financial security, family stability, education provides all of these and much more.

Home stability provided by owning your own home helps children who grew up in their own houses or apartments become more successful. They are more likely to graduate high school (25%) and finish college (116%). “Education is the most powerful weapon which you can use to change the world,” as Nelson Mandela said.

It helps people become better citizens, get a better-paid job, shows the difference between good and bad. Education shows us the importance of hard work and, at the same time, helps us grow and develop. Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations.

Learning languages through educational processes helps interact with different people in order to exchange ideas, knowledge, good practices. It teaches us to live in harmony. Are you ready to give back? Help the families from your community that need it the most.
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Why education is the best solution?

The United Nations Convention on the Rights of the Child recognizes education as a legal right of every child. Yet education remains a privilege to many. UNESCO data shows that 258 million children and youth were out of school for the school year ending in 2018.

Of that total, more than 129 million were girls and 58 million were of primary school age. Among those fortunate to have access to education, on the other hand, more than 617 million children and adolescents do not have minimum proficiency levels in reading and mathematics.1. What is education? Education is the process where an individual acquires or imparts basic knowledge to another.

It is also where a person:

develops skills essential to daily living, learns social norms, develops judgment and reasoning, and learns how to discern right from wrong.

The ultimate goal of education is to help an individual navigate life and contribute to society once they become older. There are various types of education but typically, traditional schooling dictates the way one’s education success is measured. People who attended school and attained a higher level of education are considered more employable and likely to earn more.

In developing, low-income countries, for example, there is a projected 10 per cent increase in a person’s future income for every additional year of education. Education helps eradicate poverty and hunger, giving people the chance at better lives. This is one of the biggest reasons why parents strive to make their kids attend school as long as possible.

It is also why nations work toward promoting easier access to education for both children and adults. Household food insecurity is a common problem in Somalia and is identified as a reason for student absenteeism. Many families are pastoralists, moving around where the food source is, especially during periods of drought. It becomes difficult for their children to attend school regularly.

Education helps a person hone their communication skills by learning how to read, write, speak and listen. Education develops critical thinking, This is vital in teaching a person how to use logic when making decisions and interacting with people (e.g., boosting creativity, enhancing time management). Education helps an individual meet basic job qualifications and makes them more likely to secure better jobs. Education promotes gender equality and helps empower girls and women. A World Bank report found that an extra year of schooling for girls reduces teen pregnancy rates by six per cent and gave women more control over how many children they have. Education reduces child mortality. According to UNESCO, a child born to a mother who can read is 50 per cent more likely to survive past the age of five.

A student from a primary school in Rwanda tries using a tablet computer in class. Many World Vision programs introduce technology into classrooms and youth training centres. Photo: Charity Beza Uwase 3. What are the different types of education? Education is typically divided into three categories: formal education, informal education, and non-formal education.

Formal education Formal education is the type that is typically conducted in a classroom setting in an academic institution. This is where students are taught basic skills such as reading and writing, as well as more advanced academic lessons. Also known as ‘formal learning’, it usually begins in elementary school and culminates in post-secondary education.

It is provided by qualified teachers or professors and follows a curriculum. Informal education Informal education, on the other hand, is the type that is done outside the premises of an academic institution. Often, this is when a person learns skills or acquires knowledge from home, when visiting libraries, or browsing educational websites through a device.

  1. Learning from the elders in one’s community can also be an important form of informal education.
  2. Such education is often not planned or deliberate, nor does it follow a regimented timetable or a specific curriculum.
  3. It is spontaneous and may also be described as a natural form of education.
  4. Non-formal education Non-formal education has qualities similar to both formal and informal education.

It follows a timetable and is systemically implemented but not necessarily conducted within a school system. It is flexible in terms of time and curriculum and normally does not have an age limit. The most common examples of non-formal education include community-based courses, vocational training or short programs that are not facilitated by professional instructors. A female student in Lebanon learns carpentry, a skill often associated with men. Education of all kinds empower girls and women in their communities. Photo: Maria Bou Chaaya 4. What are the benefits of education? If all students in low-income countries acquired basic reading skills before leaving school, entire societies could change dramatically.

  • According to UNESCO, 171 million people could be lifted out of poverty.
  • But education isn’t just about living above the poverty line.
  • It’s about quality of life, choices at work, and many other benefits, as listed below.
  • Developing problem-solving skills The schooling system teaches a person how to make their own decisions by developing critical and logical thinking skills.

This prepares children for adulthood when both big and small decisions become a constant part of their daily lives. For example: coming up with solutions to challenges in the community or planning how to provide for a family. Self-reliance and empowerment Knowing how to read, write and do arithmetic is empowering.

  • When a person can read, they can access endless learning and information.
  • When they can calculate expenses and make a budget, they can start a small business.
  • Paired with the ability to form opinions, literacy makes a person become more self-reliant, and gives them confidence.
  • Promoting equality among individuals In an ideal world, there is no room for discrimination due to race, gender, religion, social class, or level of literacy.

This is where the value of education comes to play. Through education, one can develop strong, well-considered opinions – and learn to respect the views of others. Many experts agree that education is a significant contributor to peace in societies. Stability and financial security A person’s income is often linked to his or her educational attainment.

  1. Around the world, there are more employment opportunities for those who complete high school, earn a degree, diploma or certificate, or go on to post-graduate studies.
  2. These can also mean higher salaries.
  3. Economic growth (as a nation) An educated population is important in building a nation’s economy.

According to studies, countries with the highest literacy rates are more likely to make progress in human and economic development. National economic growth begins with individual economic growth, which is often linked back to education. In Canada, 70 per cent of jobs have a college-level reading skill requirement. Elementary students from Papua New Guinea now have toy kits for recreation time at school. Play helps children solve problems, develop creativity and work as a team. Photo: Nelson Kairi Kurukuru 5. What does World Vision do to make education more accessible for girls and boys? One of World Vision’s objectives is to make education accessible for girls and boys around the world.

  • We see it as an effective tool to promote sustainable growth for children, their families and the communities that we support.
  • In 2020, donors sponsored 377,888 children across 44 countries through World Vision Canada alone,
  • Many of these children are now benefitting from formal education.
  • At least 12,270 children attend after-school literacy activities, while 51,585 adults were educated on child protection.

World Vision has several programs which make education of children and youth a priority. These include Child Sponsorship, the Raw Hope initiative and the World Vision Gift Catalogue, Through these projects, anyone interested in helping fund the education of vulnerable children can participate. Rosemiah, a young teacher in the Philippines, helps children improve their reading skills through a program called the Culture of Reading. Photo: Ramon Lucas Jimenez 6. How can I contribute toward making education accessible? Children in Canada have access to free education all the way through high school – but it’s not true everywhere.

Below are some of the ways you can help make education accessible for girls and boys around the world. Child Sponsorship World Vision is known for our Child Sponsorship program. It is an initiative where we pool together funds from donors, partners and the Canadian government to provide access to necessities such as nutritious food, clean water, health care and education among others.

The program benefits children across 44 countries, emphasizing access to education. Raw Hope Raw Hope is another program where we strive to make learning possible, even in the world’s most dangerous places. We do more than provide access to life-saving essentials.

Raw Hope also includes the creation of safe spaces where girls and boys can play and continue their learning, even when life is in chaos. Gift Catalogue World Vision’s online Gift Catalogue invites donors to choose from many kinds of life-changing gifts–including several focusing on education. You can help by: donating textbooks for children, distributing school essentials, donating tech for a community, and helping send girls to school,

Volunteer While monetary donations are a great way to help, it is not the only option. You can also try volunteering your time by joining groups in your city or neighbourhood. Look for associations accepting volunteer teachers and share your knowledge with children of all ages. A boy in Rwanda solves a math equation. Arithmetic can help children learn to save money, create budgets, secure better jobs when they are older and even start small businesses. Photo: Charity Beza Uwase 7. Quick facts about education in Canada and the world Different countries and regions have different approaches to education, for children and adults.

Education in Canada is generally overseen and funded by governments (provincial, territorial and federal). Kindergarten in Canada is mandatory in most provinces and optional in a few. Starting in Grade 1, education is mandatory until a child is at least 16. The only exceptions are when families adhere to certain requirements for home schooling. Canada offers a Kindergarten to Grade 12 educational system, along with some other countries, such as the United States, Australia, Germany, Japan, Singapore and the Philippines. Canada once had a highly controversial residential school system. More than 150,000 First Nations, Métis and Inuit children were forced to attend church-run, government-funded schools between the 1870s and 1997. In 2016, some 750 million adults in the world still lacked basic reading and writing skills. Two-thirds of them were women.

Central Asia, Europe and North America have the highest literacy rates for youth aged 15-24 at nearly 100 per cent. The sub-Saharan region of Africa has the lowest, at 75 per cent. The criteria for assessing literacy vary between countries.
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