Education Portal for Students in India

Sharpens Your Thinking

• Makes You Informed Education makes you informed about the world around you, what’s going on and what kind of people are around you.
• Logical Reasoning When in an argument, if you aren’t well educated and don’t have your facts straight, then you aren’t likely to win.
• Stay Focused
• Allows For Innovation And Creativity
• Develop Life Skills

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What are benefits 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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How education can improve your life?

Health Behaviors – Knowledge and skills: In addition to being prepared for better jobs, people with more education are more likely to learn about healthy behaviors. Educated patients may be more able to understand their health needs, follow instructions, advocate for themselves and their families, and communicate effectively with health providers.21 People with more education are more likely to learn about health and health risks, improving their literacy and comprehension of what can be complex issues critical to their wellbeing.

1. People who are more educated are more receptive to health education campaigns.
2. Education can also lead to more accurate health beliefs and knowledge, and thus to better lifestyle choices, but also to better skills and greater self-advocacy.
3. Education improves skills such as literacy, develops effective habits, and may improve cognitive ability.

The skills acquired through education can affect health indirectly (through better jobs and earnings) or directly (through ability to follow health care regimens and manage diseases), and they can affect the ability of patients to navigate the health system, such as knowing how to get reimbursed by a health plan.

Thus, more highly educated individuals may be more able to understand health care issues and follow treatment guidelines.21–23 The quality of doctor-patient communication is also poorer for patients of low socioeconomic status. A review of the effects of health literacy on health found that people with lower health literacy are more likely to use emergency services and be hospitalized and are less likely to use preventive services such as mammography or take medications and interpret labels correctly.

Among the elderly, poor health literacy has been linked to poorer health status and higher death rates.24
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Why education is a key to development?

Earlier this month, I was invited to be a keynote speaker on the theme of “Education for Economic Success” at the Education World Forum, which brought education ministers and leaders from over 75 countries together in London. Education is fundamental to development and growth.

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

Twenty years ago, government officials and development partners met to affirm the importance of education in development—on economic development and broadly on improving people’s lives—and together declared Education for All as a goal. While enrolments have risen in promising fashion around the world, learning levels have remained disappointingly and many remain left behind.

1. Because growth, development, and poverty reduction depend on the knowledge and skills that people acquire, not the number of years that they sit in a classroom, we must transform our call to action from Education for All to Learning for All.
2. The World Bank’s forthcoming Education Strategy will emphasize several core ideas: Invest early.

Invest smartly. Invest in learning for all, First, foundational skills acquired early in childhood make possible a lifetime of learning. The traditional view of education as starting in primary school takes up the challenge too late. The science of brain development shows that learning needs to be encouraged early and often, both inside and outside of the formal schooling system.

1. Prenatal health and early childhood development programs that include education and health are consequently important to realize this potential.
2. In the primary years, quality teaching is essential to give students the foundational literacy and numeracy on which lifelong learning depends.
3. Adolescence is also a period of high potential for learning, but many teenagers leave school at this point, lured by the prospect of a job, the need to help their families, or turned away by the cost of schooling.

For those who drop out too early, second-chance and nonformal learning opportunities are essential to ensure that all youth can acquire skills for the labor market. Second, getting results requires smart investments —that is, investments that prioritize and monitor learning, beyond traditional metrics, such as the number of teachers trained or number of students enrolled.

Quality needs to be the focus of education investments, with learning gains as the key metric of quality. Resources are too limited and the challenges too big to be designing policies and programs in the dark. We need evidence on what works in order to invest smartly. Third, learning for all means ensuring that all students, and not just the most privileged or gifted, acquire the knowledge and skills that they need.

Major challenges of access remain for disadvantaged populations at the primary, secondary and tertiary levels. We must lower the barriers that keep girls, children with disabilities, and ethnolinguistic minorities from attaining as much education as other population groups.

1. Learning for All” promotes the equity goals that underlie Education for All and the MDGs.
2. Without confronting equity issues, it will be impossible to achieve the objective of learning for all.
3. Achieving learning for all will be challenging, but it is the right agenda for the next decade.
4. It is the knowledge and skills that children and youth acquire today—not simply their school attendance—that will drive their employability, productivity, health, and well-being in the decades to come, and that will help ensure that their communities and nations thrive.

Read the full text of my speech to the Education World Forum here.
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How does education benefit society?

A population that is better educated has less unemployment, reduced dependence on public assistance programs, and greater tax revenue. Education also plays a key role in the reduction of crime, improved public health, and greater political and civic engagement.
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How education can change the world?

Wrapping Up – From empowering women, to reducing crime, to even combating climate change, education is a crucial piece of the puzzle to ensuring our world continues to get better and better every day. The positive effects that stem from educating individuals end up rippling across the entire earth in innumerable ways.
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What is the purpose of education today?

What Is Education For? Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future. By, What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances.

• It is also inflected by how they view related issues such as ethnicity, gender, and social class.
• Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.
• We just need to be clear on terms.
• There are a few terms that are often confused or used interchangeably—”learning,” “education,” “training,” and “school”—but there are important differences between them.

Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. Courtesy of Penguin Books There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues.

• Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.
• So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding.

It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

1. This core purpose of education can be broken down into four basic purposes.
2. Education should enable young people to engage with the world within them as well as the world around them.
3. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity.

This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities.

• They all have their own aptitudes and dispositions and different ways of understanding things.
• Education is therefore deeply personal.
• It is about cultivating the minds and hearts of living people.
• Engaging them as individuals is at the heart of raising achievement.
• The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next.

• For some, education is a way of preserving a culture against outside influences.
• For others, it is a way of promoting cultural tolerance.
• As the world becomes more crowded and connected, it is becoming more complex culturally.
• Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

1. Education should enable students to become economically responsible and independent.
2. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity.
3. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too.

But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular.

Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.” For a democratic society to function, it depends upon the majority of its people to be active within the democratic process.

In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects.

This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects.

It is therefore much more useful to focus on the concept of disciplines rather than subjects. Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest.

A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure.

At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery. The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives.

These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout. : What Is Education For?
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What are the 10 importance of education?

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.

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. 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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