essay education system

Giving Children Homework

by Miku (tokyo)

Some people believe that school children should not be given homework by their teachers, whereas others argue that homework plays an important role in the education of children. Discuss both views and give your own opinion. Homework has been given in large number of schools so far. However, there are agreement and disagreement in some people. This essay will indicate the both views how homework affects positively to educated students. I believe that doing homework leads their better education and it is highly likely to achieve their lives. Firstly, no homework can save students’ time and it is possible to develop their skills in the other interests. Younger generation have tons of opportunities and flexible mind and also some people do not actually use school subjects in their entire life. For example, many famous entertainers such as singer or dancer are absorbed their artistry in their childhood. So instead of doing homework, skilled person should experience and spend their time what they exactly want to do. On the other hand, to do homework still plays a significant role in teenager’s life. It is because there are only few people can be skilled person and the other ones would fail or suffer in a difficult situation before achievement. Furthermore, the mind of youngsters is changing easily. Moreover, making effort and handling a lot of tasks in schooling will even build a strong personality. Therefore, homework should be given to all students. In conclusion, it depends on the situation and people how they would like to advance their life. However, to manage school homework could be the momentous effect in any work environments. Thus, I will believe that being given homework is much important than without homework in school. [email protected] Thanks

Online Learning Essay

With the onset of the Covid-19 pandemic, most schools have had to switch to teaching online. Some people think that online teaching is as effective as in-person instruction, while others think online teaching is inferior. Discuss both these views and give your own opinion. It is considered by some that having online classes are as good as face-to-face classes, while there are others who think having face-to-face classes are better than having online classes. In my opinion, I believe that face-to-face classes are better for practical courses, while online classes are similar to face-to-face classes for theoretical courses. On the one hand, many think online classes are comparable to face-to-face classes. In other words, they think online classes could provide students the same standard of teaching and feedback. Nothing changes except for the medium to deliver the classes. Students would still need to finish assignments, do presentations and sit for examinations. On the other hand, some think online classes are lower in quality. Teaching staffs might not use to deliver lectures or classes through online platforms and ignore some questions from students. Consequently, some students need to spend extra time to email lecturers or teachers to answer their enquiries. Finally, in my opinion, whether face-to-face classes are better or equally efficient as online classes, depends on the major of the students. For example, face-to-face classes are better for students who are studying arts, physical education and chemistry, which required certain practical skills to succeed in their relevant fields. In contrast, online classes are as high quality as face-to-face classes for students who study law, accounting, cultural studies, which required more theoretical knowledge than getting their hands dirty. In conclusion, both teaching methods, either online or in person, could help students to achieve in their studies. It just depends on what students are studying to determine which method delivers better learning quality and experience.

IELTS Essay - Choice of School Subjects

by Ali Almasi (Esfahan, Iran)

Schools should only offer subjects that are beneficial to students’ future career success. Other subjects, such as music and sports, are not important. To what extent do you agree or disagree? It is generally thought that students should only study subjects which are beneficial to their successful future career and other topics like music and sports are not of importance. Personally, I am of the opinion that schools should provide, pupils with a marvelous opportunity to learn different subjects. There are many positive points if schools incorporate are lessons into their curriculum. One of the most important advantages with respect to this view is that it can significantly contribute to the enhancement of children’s creativity. Scientifically speaking, it has been proven that music and sports lessons may afford students the opportunity to develop their efficiency, performance and innovation. As a result, it can be particularly beneficial for them if they have an acquaintance with this type of subjects. Another merit can be ascribed to the fact that music can provide students with assistance to recall satisfactory memories and sports lessons may mitigate the risk of suffering from the infirmities and frailties of old age. Therefore, the more children study art topics during their studies the more they become successful in their occupation in the future. Another benefit in support of this view stems from the familiarity with expressing emotions. In other words, music and sports can boost children’s ability to explain their emotions and display their affection towards each other. Hence, they are competent in leading a tranquil lifestyle fraught with composure. By contrast, there is no doubt that subjects, such as math, chemistry and physics have played a significant role in the future career of children. This is because these subjects are rooted in reality and have a direct impact on all facets of children’s existence. It is true, though, that the brain of students is growing and needs to become acquainted with other courses. There are a large number of illustrations which indicate that children should be at liberty to opt their favorite discipline themselves to become successful, such as Elon Mask and Taylor Swift In conclusion, although educational systems consider subjects in the curriculum that would be useful for future job success of students, other topics like music and sports are of immense significance for them.

IELTS Essay - Compulsory Sport at School

by zaid khan

It is generally accepted that exercise is good for children and teenagers. Therefore physical education and sport should be compulsory for all students in all schools. What is your opinion? Although physical training is beneficial for children and teenagers alike, making it compulsory for all students in all schools is not a good idea. Rather it is the duty of each and every child's parents to ensure that their children get the required fitness education. In today's world, there are many types of schools including those for specially abled children where some pupils may not be able participate in sports due to some disability. Also there are a plenty of games that all played today and it is not feasible for any school to train their pupil for every one of them. For the sake of argument, if we make physical education as a mandatory subject in the curriculum then people will next argue which sport to make as obligatory in schools and that will be a never ending debate. Also, each sport has their specific requirements such as hiring qualified trainers, high-end equipment, open spaces, and quality time which would add to the expenses of institutions and shift the focus from their fundamental duty of imparting scholastic knowledge. Rather, It is the duty of each parents and not the schools to facilitate recreational activities for their children. Every parent should try to encourage their child to be sportive and should try to find which sport interest their child the most. They can then, enroll their offspring to master in his or her favorite play at sport-complexes which are designed for making champions which can never happen in a school. Also some games such as boxing involve a high risk of injury and should only be trained at premises where immediate medical help can be given which again cannot be expected in a school compound. In conclusion, although sports education is good for a child but it should not be made compulsory in a school. Instead parents should take the responsibility of their child's physical fitness and let schools pay attention on children's curricular activities. 329 words 1,939 characters

IELTS Essay - Investing in Computers or Teachers

by Shatha Salman (Jordan)

Computers or Teachers?

Some believe that money for education should mainly be spent on better computers while others believe it would be better spent on teachers. Discuss both views and give your own opinion. There is no doubt education play a crucial role in people’s lives. However, while some think investments in teaching should be towards enhanced technology and up to date computing machines, I would agree with those who argue that it will be a well spent fund if spent on tutors. Opponents point out that increased technology capabilities are important in students’ life cycle. This is because nowadays market requirements are all evolved on acquiring better computer skills. For instance, a student who has dealt earlier years in his education with advanced soft wares will somehow surpass the other. If, in contrast no funds were allocated for such valuable tool, a huge gap will arise later in students’ career. Meanwhile attracting talented tutors with a rich experience and knowledgeable resume will somehow comes in favor of students. In other words these teachers will inherit their lessons and expand learnings if they were paid the salary they deserve and by that they will be motivated to achieve their objectives and deliver the value to students. For example, some teachers connect spiritually with their students and encourage them to unleash the potential inside of them by the skills they already have throughout life. In order to have high maintained educational system, good talents with high level of experience to expand should be first on demand. In conclusion, although developed computers could contribute positively in education process and readiness, in my opinion investing in teachers are more vulnerable.

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Essay on Education System

• Updated on  
• Jun 20, 2024

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:

How to write an essay on education system, essay on education system in india in 100 words, essay on education system in india in 200 words, sample essay on education system in 300 words, essay on new education system, essay on education system in india during covid-19, essay on education system in india: good or bad, how can we improve the indian education system, list of best education systems in the world.

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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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For a nation to have harmony, the education system must focus on a holistic learning approach, i.e. provide equal educational opportunities to everyone, emphasize a wholesome curriculum as well and incorporate educational technologies to make learning a fun and interactive process. When it comes to the education system in India it is not only focused on rote learning and also pushes students towards sports , building interpersonal skills , etc. When schools were shut due to a global pandemic, Indian schools adopted online learning as the new method. There are a few drawbacks as well that the grading system starts from elementary classes and students are under the constant burden to score and pass the exams. Instead of learning something, new students become competitive to score better than the other students. The constant competition and comparison affect the mental health of all students. 

Also Read: Gurukul Education System

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The need for a well-balanced education system has become a necessity for every country as it plays a significant catalyst in its growth and development. As we know irrespective of one’s background, or family income the right to education is a necessity for everyone. Thus, the government of a nation shall work to make the system more accountable to every citizen. It should aim to enhance the features and policies as per the needs of the country so that it can contribute to the overall development as well as the growth of the economy.  Every child should get an opportunity to attend school and get educated as it is rightly said that “educated people make an educated nation”. The teachings of a sound education system help us to improve our lives in every way. For individuals, education raises self-confidence and opens opportunities for earning. On a country-wide level, it reduces the level of poverty and develops long-term economic growth.

The lack of diversity and engaging recreational activities is one of the biggest problems leading to the global crisis of illiteracy. For the developing nations, it is necessary to have ample knowledge regarding who is learning and what they are learning, so that they can mould their system in a more efficient way and hence, the future. The need for making the system reliable for children is very specific. It should aim to promote comprehensive growth which will ultimately help them in almost every aspect of life. The school and the teachers together shall prepare the children for future times. The children must know the practical aspects of what they are learning in the class. It can be easily said that students nowadays lack the ability to perform efficiently when given fundamental tasks. Thus, an education system must aim to penetrate creativity, decisiveness, communication, collaboration leadership and the spirit of teamwork.

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Rooted in the ancient learnings of Vedas and Puranas, the Indian education system has come a long way from the old-school Gurukuls to the new-age hi-tech academic institutions. The students in schools and colleges are not just tested based on their learning abilities but also on their acquired knowledge and skills as well as their performance in extracurricular activities . This system is implemented in order to emphasize the importance of the overall growth of the child to broaden their horizons. The academic institutions in India, be it primary, secondary, or higher education, are embracing advanced technologies in facilitating learning and bringing a revolutionary change to the same-old classroom teaching. Many schools have brought tablets into their traditional classrooms to make learning an engaging and interesting process by teaching kids through digital applications .  

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Covid-19 has affected the world of education leading to a major shift from traditional four-walled classrooms to online classes. Online classes for online courses definitely lack the ‘personal’ touch and one-to-one interactions between teachers and students. On the contrary, traditional classrooms are less flexible and accessible to many students, especially in underprivileged communities. Attention and interaction are objective to every individual and can’t be attributed to any platform or mode of learning . Teachers and students have enhanced interaction and creative learning by using chatboxes, screen-share, whiteboards, etc. Which are useful for the presentation of images or PPTs. online classes becoming the new normal also gave the world the opportunity to make learning more flexible and accessible on a global level. It is also cost-effective since a good internet connection and a working computer is all you need to teach your class. 

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The Indian education system is one of the oldest, most diverse learning systems in the world. The Indian educational system is designed to ensure a well-developed and uniform curriculum across different states for different grades in the subcontinent. Education is given utmost importance in India with schemes like free and compulsory education for children between the ages of 6 to 14, Beti Bachao, Beti Padhao campaign and Mid-meals in government schools to encourage students to attend school. Under the system, sports and performing arts are given the utmost significance and all students are encouraged to take part and develop a skill or expertise that will help them in the future. The Indian education system also focuses on practical learning and group activities to provide exposure and teach students the importance of teamwork and communication . The Indian education system focuses on the overall development of each student by introducing them to the basics of all the subjects from the start till the secondary level.

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With the rise in a lot of problems in the Indian Education System, we need a proper solution that will be effective. There is a requirement for improvement that creates a brighter future for the candidate. We can initiate a focus on skill development at the school level. Students and parents must understand that not only the ranks and grades but also the analytical and creative skills are also important. The subject taught in school must have both theory and practical teaching methods. Time-to-time syllabus update is necessary with changes with time.

This is also a high time for the government and private colleges to increase the payroll of teachers. The teachers who are working hard for the future of the students deserve more than what they are offered. The schools must hire teachers qualified teachers. The Indian Education System must change all these things. The schools must give equal opportunities to the students. The system now needs to let go of the old and traditional ways to elevate the teaching standards so our students can create a better and more advanced world.

Also Read: Best Education System in the World

• UK Education System
• Japan Education System
• German Education System
• Singapore Education System
• USA Education System
• Chinese Education System
• South Korean Education System
• Australian Education System
• French Education System
• Buddhist Education System
• Gurukul Education System
• Finland Education System
• New Zealand Education System

Relevant Blogs

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.

The best education systems in the world focus tightly on key concepts which are taught in detail at an early age and ensure that students master the basics from which to build.

The modern school system was brought to India by Lord Thomas Babington Macaulay in the 1830s.

The Boston Latin School, established in 1635, was the first school.

Despite having improved over the years, the Indian education system still needs to be updated in various ways and the teaching techniques need to be revised.

Thus, we hope that this blog has helped you with the tips and tricks of essay writing on the topic education system. Unsure about finding the right course and university after completing 12th ? Our Leverage Edu counsellors are here to guide you throughout the process of finding the best program and university and sorting out the admission procedure to ensure that you send a winning application! Sign up for a free session with us today

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Essay On Education System Of Pakistan 2023 (200 & 500 Words) For Students

The education system in Pakistan is a complex and multifaceted system that has been shaped by a variety of factors, including the country’s colonial history, its political instability, and its economic challenges.

The education system in Pakistan is divided into two main sectors: the public sector and the private sector. The public sector is responsible for providing education to the majority of students in Pakistan, while the private sector caters to a smaller but growing number of students.

Essay on Education System in Pakistan – 200 Words

Education is the primary need for the development of humanity. Education shows us what we should do and how we should do it. The power of education can be used to change the world.

Education is the only key to success. Behind every successful man, there is education. Education is the only issue that has the power to bring people together. Education is the most challenging job in human life and also the most crucial cause. Education can lift a country from poverty to prosperity. The education system is complex. It consists of multiple factors that need to be appropriately aligned.

The government plays a vital role in the education system of the nation. The government takes responsibility for making policies for the betterment of the education sector. Pakistan’s education system, while a disgrace, urgently needs improvement.

Even after 70 years of independence, the government has failed to introduce a single education system. The education system is divided into six categories, which have relied on a flawed social engineering policy. It’s time to re-consider it.

There are six categories of education, which are:

• Pre-Primary schools (Beginning Classes)
• Primary schools (class I-V)
• Middle schools (class VI-VIII)
• Secondary schools (class IX-X)
• Higher secondary schools ( class XI-XII)
• University level ( Graduation/ Masters)

Essay on Education System in Pakistan – 500 Words

My topic for the essay is the education system in Pakistan. It is essential because around 3 million students are studying in different country areas, which makes possible 6% of the population. There are many problems and shortcomings that can be solved by both the Pakistani government and the people.

The Pakistani education system is one of the oldest in the world. They boast of having one of the most extensive and effective curricula in all of Asia. However, there are several flaws within the student system that need to be fixed.

Helping to reduce the extreme economic burden on parents, Article 25-A of the Constitution of Pakistan provides that all children receive free and compulsory education between the ages of five and sixteen. The article has been revised to include this provision.

Literacy rates in Pakistan differ significantly from district to district. In Islamabad, the literacy rate is 96%, while in Kohlu, it’s a mere 28%.

We need to recognize the importance of literacy and encourage people to read. The younger generation can learn from books with the example of citizenship, honesty, work ethic, and kindness.

The age range of people has a massive effect on their literacy rate. People between the ages of 55 and 64 have a literacy rate of 38%. Shouldn’t it be more?

Among American adults aged 45-54, only 46% have a high school diploma or equivalent. Meanwhile, 57% of Americans age 25-34 and 72% of Americans age 15-24 possess a high school diploma or equivalent.

It’s clear there is room for improvement, but the situation is gradually improving. With a literacy rate of 65%, Pakistan is still far behind other countries that have literacy rates over 90%, such as Norway with a literacy rate of 99%, Japan with a literacy rate of 97%, and the United States and Canada with literacy rates of 95%.

The Pakistani education system is a long one, with five levels. The first of these is the primary level for grades one to five. There are 64 national examinations a student must pass to advance to the next level.

From grades 6 to 8, we are at the middle level. The third level goes from grades nine to ten. Students at this point can achieve his or her Secondary School Certificate (SSC).

There are several reasons for which education is essential. There are many advantages to having an education. The first reason is apparent. It gives your children a better chance of a high-profile job in the future. Also, the better-educated population of the country automatically raises the public service and infrastructure by reducing the crime rate through more noble citizens.

The state of Pakistani education has seen substantial progress over the years, though it could still do a lot better. They generate around 10,000 computer scientists and 445,000 college grads annually. As you can see, this is excellent news for the country as a whole, and there is even talk of Pakistan.

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Sana Mursleen is a student studying English Literature at Lahore Garrison University (LGU). With her love for writing and humor, she writes essays for Top Study World. Sana is an avid reader and has a passion for history, politics, and social issues.

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Education System in the United States

​introduction.

Ideally, education should continually prepare an individual for life so that they may live it to the fullest while aiming at an experience of the greater good for all and sundry. Nurturing of the human capacity for creativity requires a fertile environment for growth. Thus, education can be acquired from home, where the educative process is informal. It can also be appropriated from an institutionalized setting in the form of a public school or a privately owned school. In the United States, each of these environments is well represented as a source of education. The extent to which each of them has been instrumental in the drive for the greater good has, however, not yet been established.

Also, it would be an interesting engagement to try and determine how much each of the three entities have contributed towards this goal in the American context. This article shall explore education in the United States based on the aforementioned sources of enlightenment. According to the National Catholic Educational Association, no database extant in the American continent provides data regarding public schools. Furthermore, no database collects the same; also, no database compares findings concerning private and public schools (NCEA, 2010). This treatise shall attempt to make such comparisons. Findings of privately run schools and home-based learning centers shall be considered in mutual exclusivity, and comparisons made of the same regarding various parameters of interest. The author shall then endeavor to draw logical conclusions from the comparisons thus made.

​General Structure of the Education System in the United States

In the United States, education can be seen from two perspectives. There is a level at which education is considered not to be compulsory, and there is compulsory education. The non-compulsory level of education is below kindergarten. Different states have different ages at which children may enter compulsory education. This is usually six years of age. However, the range is usually between five and seven years (USAEducation, 2011). This level of education is also known as pre-higher education, and it lasts for ten years on average. For example, a child who joins compulsory education classes at the age of six years shall be expected to graduate at the age of sixteen, approximately ten years later. Within this level, one starts with pre-schooling, which commences from age three to six. The types of schools that provide pre-primary education include nursery schools, kindergarten, and daycare centers. A child in kindergarten spends two years in school (EuroEducation, 2011). In some cases, certificates are awarded as proof that a child indeed attended pre-primary classes. These certificates make the children eligible for admission into Elementary school.

Elementary school lasts four years, and the age of entry is usually six years, immediately after completion of Kindergarten. There are four grades at this level, but that also depends on the state and local practice. At ten years of age, one is likely to graduate with a certificate or a diploma that is awarded by the State or District. The student is then eligible to join Middle School. Sometimes, however, the issuance of awards may not be necessary (EuroEducation, 2011). For example, when a student is to maintain their residency within the same school, there will be no need for proof of graduation to the next level since the student is already known.

From ten to fourteen years of age, a student attends Middle School. This is from grade four to grade six but in some cases, it may go up to grade seven, or grade eight. On average the level takes three years to be completed. High school is from grade seven (or eight) to twelve and lasts six years; from thirteen to eighteen years of age. Some schools offer a level known as the Junior Secondary, which typically runs from thirteen to fifteen years of age and lasts an average of three years. The representative grades in this level are grade seven to eight, seven to nine, or eight to nine. It is a level followed immediately by the Upper secondary. The latter takes five years, is composed of grades nine or ten to twelve, and involves children who are between fifteen and eighteen years of age. Twelfth grade is the level for graduation from secondary school in all states. When one graduate, they are awarded a High School Diploma together with a transcript which details the marks that the student obtained and the curriculum in which he or she was involved (USAEducation, 2011).

Beyond secondary school education, there are two branches of education that one may opt for. They may get vocational education and training. This does not culminate in one being awarded a degree, but under certain circumstances, there may be transferable credits that lead to the award of a degree. On the other hand, a high school graduate can opt for the pursuance of a degree in any field that interests him or her (USAEducation, 2011). Higher education, also called post-secondary education can last an entire lifetime. It might also last for only three years after which the student decides to seek employment either in a field relevant to the acquired knowledge or an entirely different field. The transmutability of knowledge gained from higher education places the scholar at an advantage in that they are not confined to their area of expertise. The open-minded graduate will find gainful employment in whichever field they opt for. The essence of education is not to end up having a job, but to live life fully. Therefore, one who gets a job after they have acquired their degrees is fortunate

​Subjects Taught at Various School Levels

Much of what children are introduced to while they are in Kindergarten is repeated through the course of their elementary school life. Numbers, language, and social science are taught using computers, film, and books. These lists are, however, not exhaustive. Teachers have the responsibility of shaping the way children will think at this level and what the children learn shall be important determinants of whether or not the students shall be successful in the future. The teacher encourages them to play so that they may develop language and social skills. At Elementary School, one or two teachers are usually held responsible for a group of children whom they instruct in one of several special subjects. These subjects include science, music, and art (United States Bureau of Labour, 2002).

​The private education system in the United States

Behind every decision for one to embrace either the public school system or private school system, there is a motive. The rationale behind American people opting for private education is multi-faceted. However, there seems to be one underlying reason (opines the author) that traverses all others and that is, a collectively disgruntled group of people who have lost faith in the education that the public sector provides. What are some of the reasons for opting to go private? If the 2004 publication on private schooling is anything to go by, private schools are a reserve of the financially capable. The same publication gives the impression that the majority of rich people prefer having their children attend private schools that have no religious affiliations (Education Week, 2004). It would also so appear as if this group of people detests the idea of their progeny being indoctrinated with religious dogma; that not being relevant to their realization of the good life. Moreover, it depicts the definition of “the good life” as something subjective, arguable depending on personal perspectives of what comprises the good in life. If the observations on religious dogma were true, then a paltry 10% of the school-age population would still be an overestimation of the proportion of people who do not view success in life as a function of one’s religiousness or lack thereof.

According to the Council of American Private Education, one of the reasons the American populace opts for private educational institutions is the provision of quality education that they appropriate (CAPE, 2011). The implication of this is that, for the parents of school-going children who attend private school, the delivery of quality is better experienced away from public institutions. Other reasons cited for preferring private to public schools are supportive communities, safety and orderliness in private environments, and the impartation of morals and ethical values. When each of these factors is taken in isolation and regarded as a polarizing factor, it does not appear to hold much water, if any at all. About the quality of education, for example, it would be expected that public schools would offer better quality. This is because the federal government has the backing of the whole American population, albeit begrudgingly for some, in form of income tax returns. Therefore, the acquisition of quality personnel and educative amenities would/should not be an unbearable burden.

The National Centre for Education Statistics (NCES) defines a private school as one that does not obtain its financial support primarily from public funds. Besides, such schools use classrooms to deliver educative material from kindergarten up to grade 12. Other levels that compare to K-12 but as yet ungraded are also considered, for example, some Montessori schools assign institutions to “primary” or “intermediate” levels rather than giving specific grades. The said schools should also employ one teacher or more, for them to snugly fit within this criterion. The NCES does not consider a private school an institution or organization that does not use a classroom set-up to deliver instruction. It has been running the private school survey since 1997, with data derived from administrative personnel in the same institutions (NCES, 2011).

According to NCESs 2009-2010 survey, some private schools had religious orientations and these formed the majority of private schools (Broughman, Swaim and Hryczaniuk, 2011). The religious leanings notwithstanding, an interesting fancy that comes to mind is a look at the reasons behind these proclivities. It would also be of sensual appeal to study the various religious interests represented in the various school, to find out which is the most represented and why.

From the same survey mentioned above, it was evident that the majority of private schools around the United States had no religious affiliations at all. That is, not one religion had several schools that exceeded that of schools devoid of religious inclinations. These “unspiritual” (read non-sectarian) schools were closely followed in number by private schools that are predominantly Roman Catholic (Broughman, Swaim, and Hryczaniuk, 2011). According to the National Catholic Educational Association, when a single year is considered, examining test scores to determine student achievement, and to compare the quality of education between public and private schools avails very little relevant information (NCEA, 2006). This statement has been construed to engender the lack of comparison of other relevant data within any single academic or survey year.

For example, based on the 2009-2010 NCEA report, one may easily compare the enrolment of students in Roman Catholic schools and those in the Baptist church, thereby concluding that the higher the number of schools, the higher the number of students who enroll in them. This conclusion, however, is flawed, especially when one goes a step further and makes the same comparisons with, say, Jewish schools. The conclusion would imply direct proportionality between the number of schools and the number of enrollees. Nevertheless, the Jewish schools number less than half of the Baptist schools, but students enrolled in Jewish schools are more than half the number of those in Baptist schools. Similarly, it would be expected that since the number of Greek orthodox schools are exactly half the number of schools of the Church of God in Christ, the enrollees in the latter institution would be, ideally, half the number in the former give or take a few thousand students. A stark contrast is observed in this case, when the number of Greek orthodox enrolees exceeds the number of enrollees in schools considered to be affiliated with the Church of God in Christ (Broughman, Swaim and Hryczaniuk, 2011). With such discrepancies, it is highly unlikely that comparisons within different years would avail anything different.

From the survey carried out by the NCEA, several questions are likely to arise in the curious-minded. One would ask, for instance, how religious affiliations affect examination scores or how the religiously inclined to turn out in life after attending school. Furthermore, one would be interested in knowing the drop-out rate per grade of the religiously inclined vis a vis the non-sectarian. This, followed by an exploration of the reasons why would be a worthwhile engagement leading to a keener understanding of the school demographics. It would also enlighten one who needs to make decisions regarding which school his or her children ought to attend. However, the report provided addresses none of these concerns. Where one would probably get the answers to these questions, the data is not as detailed as to be of much relevance. A document by the Council for American Private Education, in mentioning the scores by students doing science, states that in 2009, 44% of the students in private schools “scored at or above the ‘proficient level’ in science”. The same publication further states that, for students in the fourth grade, 48% were deemed proficient according to NAEP (CAPE, 2011). It is thus evident that one might need to investigate to arrive at the answers to the queries above.

Apart from the meager statistical information from the well-established institutions like NAEP and the NCEA, several studies have been carried out whose objectives are congruous with the raised questions. Some studies have concluded that students from private schools perform better than their public school counterparts. However, other studies find conflicting results. Those whose results are in the affirmative invariably find out also that the best performers are students from catholic schools (Figlio & Stone, 2011).

According to Figlio and Stone, these studies did not employ robust instruments for the adjustment of non-random selection. They, therefore, proposed the implementation of a system of study that would improve system power prediction by about three times compared to studies done before theirs. They, like the aforementioned National Catholic Educational Association, did their studies while considering high schools in three categories: religious private high schools, nonreligious private high schools, and public high schools. Having made these modifications, they found out that nonreligious schools have a significant superiority to the religious schools in as far as science and mathematics subjects are concerned (Figlio and Stone, 2011).

There exists a debate about the benefits (if any at all) that private schools bring to the American schooling system. Those who criticize the private schools say that parents decide to opt for them being driven by the desire to appear socially elite or simply to separate themselves. It is the collective points of view of these critics that parents do not necessarily choose private schools because of better academic performance. They contend that these parents are hell-bent on keeping their children separate and untainted from those who come from other races and backgrounds. Furthermore, they say that for these parents, their children’s attending private schools is an attractive status symbol. The critical punch line they put forward is that private schools propagate segregation by class and race (Education Week, 2004).

On the other hand, there exist proponents for private education. In support of the system, they say that the monopoly extant with many public schools is not competitive. They add that a competitive system that opens up the opportunity for people to choose the schools to which they shall take their children is required. To support this point, they say that private school students are superior academies to their public school counterparts. They contend that schools need to be autonomous, and such a system would promote this autonomy; also adding that due to autonomy, student performance would improve. The proponents say that there is bias in the private school system. They propose an opening up of the system by the introduction of children from low-income families and those whose affiliate groups are underrepresented. This would mean that a means of supporting these students’ education be established. They, therefore, propose the use of vouchers as well as school choice programs (Education Week, 2004).

The proposal regarding the use of vouchers and increased school choice was given a counter-offer by the group called Americans United. On their website, they gave several reasons why people ought not to support this emerging trend. Among the reasons was the fact that the First Amendment gave a guarantee of freedom of religion from state influences. That is, they invoke the unending debate of the separation of church and state. They contended that this law would be broken when Americans agreed to support the issuance of vouchers for schooling. Citing the fact that a majority of private schools have religious affiliations and that these institutions have the mandate to indoctrinate the students and to educate them as well, the Americans United felt that Americans would be inadvertently supporting religion against their free wills. Americans would be paying for their children to be indoctrinated with religious dogma with which they did not agree (Americans United, 2011).

Ostensibly, the issuance of the voucher would be a tad more acceptable if it appreciably led to an improvement in the academic performance of students in their academics. That not being the case, however, the Americans United group is vehemently opposed to the idea. They contended that students in public schools performed much better in mathematics and reading than students in private schools. Furthermore, they would have expected the program to cause several changes in the students who participated in it. For example, participants were expected to have positive aspirations concerning their schooling in the future and to improve in the frequency with which they did their homework. However, the program never did bring such changes. On the contrary, student participants’ likelihood of absenteeism from class increased significantly (Americans United, 2011).

The report by the NCES never detailed graduation statistics for the year 2009-2010. Instead, it had data for the previous year. Whereas the reason for missing this data remains unknown, the NCES reported that of the twelfth graders who were enrolled in October 2008, ninety-eight percent graduated in 2009 (NCES, 2011). That was a very high success rate for graduates in private schools, which would have been taken as indicative of the quality of education that private institutions have to offer. Furthermore, 64% of the high school graduates from private schools later enrolled in 4-year colleges. This was representative of 308,813 high school graduates, who enrolled by the fall of the same year as they did graduate (NCES, 2011).

Using multiple sources of data, Heckman and LaFontaine made estimations of trends of graduation rates in the United States high schools. They noted that previous calculations were rife with biases and corrections had to be made for their study to be acceptable. Eventually, they found out that the rates provided by the National Centre for Educational Statistics were substantially high and thus misleading. They also found out that for forty-odd years, there had been a decline in the rate of graduation. Furthermore, they observed that even though the number of immigrants and minorities was on the increase in American society, this was not the cause of declining high school graduation rates among native populations. Therefore, they were able to explain why college attendance was also on the decline. Findings concerning gender differences in graduation from high schools were also useful in deciphering the reasons behind the gaps extant in male-female college attendance, and why those gaps were gradually increasing (Heckman and LaFontaine, 2011). These findings were not specifically for high school graduates from private high schools, but a traversal of all high schools regardless of their administrative leanings. In an appeal to the part being a representative of the whole, one would comfortably suggest that these findings could be transmuted to the private school population with similar implications.

The sizes of private schools might affect the effective transmission of knowledge and its receptivity among students. Here, the paper explores what other people have said regarding this, and the recommendations that they put forth towards improving the education system in the United States. Taken from an economic perspective, larger school sizes are better than smaller ones because of economies of scale benefits realized in the former. According to Ferris and Leung though, this is a consensus that requires revision because the benefits accrued from one side are outweighed by the disadvantages from other fronts. They cite the fact that more and more students are growing frustrated by the system, and coupled with the escalation of violence in the same schools, the drop-out rates are also on the rise (Leung and Ferris, 2008).

Since class sizes in most private schools are small, the student to teacher ratio critical for individual attention is easily achieved. This ratio stands at 15:1, but smaller ratios are more advantageous both to the teachers and students alike. With smaller ratios, teachers have fewer students to deal with and can divide their time well among the few students demanding their attention. Each student benefits by having more time spent with the teacher. Therefore, each student in a private school classroom has the opportunity to be personally aided by the teacher when the need calls for it (Kennedy, 2011).

​A Summary of Some of the Benefits of Private School System

According to the United States Department of education, when private school students and their public school counterparts are compared, the former generally outperform the latter on standardized achievement tests. Also, for the former to graduate, they pass through requirements that are more demanding than for their counterparts. Completion of advanced-level courses is more likely for private school graduates than for their public school counterparts when they take three academic subject areas. National Assessment of Educational Progress results showed that private student scores were above average nationally. Experts recommend students to take up challenging subjects that push them into striving for excellence. Private schools make provisions for this by making it a requirement for students to take difficult courses like calculus before they graduate. When it was assessed who between the two was more likely to attain a bachelor’s degree by their mid-twenties, those who had gone to private schools in their eighth grade scored 52% compared to 26% for the public school attendees (CAPE, 2011b).

Depending on a school’s financial resources, compensation for private school teachers might be higher than that for public school teachers. On the whole, however, they are usually comparably lower. The teachers usually benefit from getting free housing and meals as opposed to the public school teachers who do not get such benefits. Also, teachers in private schools have widely variable pension schemes. They are required by private schools to be credentialed. That is, a teacher has to have a teaching certificate backed with a degree in the relevant subject. Armed with these two documents, a teacher stands a greater chance of being hired than one who does not have them. However, concerning budgetary costs, public schools stand a better chance of raising significantly large amounts of money. They do so by making annual appeals, cultivating alumni, and soliciting grants from corporations. Private schools nurture strong bonds with their alumni. Therefore, they also have high rates of fund-raising success. They also have a management structure that is considered to be lean. This means that a critical decision does not have to pass through several authorities to get approval. Rarely, if ever, will a private school have to contend with a union of teachers (Kennedy, 2011).

​Some observed discrepancies to the generalizations regarding private school superiority

Rothstein, Carnoy, and Benveniste filed a report regarding the accountability of private schools to students’ parents, the outcomes parents expected of their children, and policies for retention and selection of teachers. They found out that in elementary school accountability to students’ parents does not differ significantly from the same in public schools. There was also no clearly defined school outcome expectation in private schools, and that was in no way different from the situation in public schools. Neither type of school did mentor teachers nor evaluate them formally to assess variation in their performance and delivery of instruction. They also found that where there was a competition between private and public schools, innovations by private schools never made their competitor public schools improve in any way whatsoever. Therefore, they made a point to the proponents for choice in public education, that to improve academic achievement, choice of public versus private institutions held very little weight (Benveniste, Carnoy and Rothste, 1999).

Private schooling also has its disadvantages. Some things are not implicitly taught in private schools. For example, a graduate from a private school would find it difficult to strike a conversation with any other person, who is essentially different from them. Unless it was a fellow graduate who came from the same institution, or a school with a similar status, building meaningful rapport would not be easy. Indoctrination also occurs in private schools albeit of a different kind than the commonplace religious dogma inculcation. That indoctrination goes a long way to assure students of private schools that they are better than those who never succeeded in attending similar schools.

The latter is seen as inferior people who are not even worth spending time with. The effect of this influence upon the indoctrinated was made evident in the Democratic presidential nominee, Al Gore, who could not speak to the populace. Thus, such students remain ignorant of some facts like there being other smart people apart from those who attend similar schools to theirs. They remain unaware that some highly adept people never see the inside of classrooms. Also, they realize rather belatedly that some of the so-called smart people are not smart at all. School is lacking in the instruction on social intelligence, the ability to be creative, and it does not teach emotional intelligence (Deresiewicz, 2008). Deresiewicz does not, however, give the way through which one may be educated in these latter aspects, pertinent through the acquisition of this knowledge might be.

The private school system achieves the creation of analytically biased minds, thereby developing lopsided intelligence that may not be entirely beneficial in seeing and appreciating the value inherent in other people. Such people are more adept at dealing with machines or analyzing books than interacting with other members of the human race. The system of private schooling essentially alienates one from that which is human in the sense that it creates a block to interpersonal interactions that are every bit human. Besides, a person develops a misguided sense of how worthy they are to receive certain rights and privileges. The unbearable truth in all of this is the fact that all through the life of a student who has been in private school, they have been graded using numerical rankings. Such students end up equating their grades to their identity and value. Absolute excellence, they forget, does not imply academic excellence or vice versa (Deresiewicz, 2008).

Whether it is a private school or a public school, one would contend that both have a common disadvantage. This is about the type of interaction a school-going child is exposed to. They can only interact with their age-mates while in school. Bigger children invariably bully the smaller ones, who in turn do the same to yet smaller ones. Among these children, none appreciates how to interact with grownups. The fear that is inculcated into them by the bullies they meet in school becomes the same fear that they show towards their parents back at home. Fear is a monster that feeds upon itself, however. Therefore, the fear engenders a reciprocal propensity for abuse from parents who do not know better. It is not a seldom occurrence to find children who’ve been abused by otherwise well-meaning parents.

The vicious cycle started with their being taken to school, which alienated them from their parents. They then picked up bits and pieces of strange behavior from their peers, which they came home with, much to the chagrin of their unprepared parents. Thus, there is a growing concern that home-schooling would be the only best option for a growing child (Oeser, 2011). Furthermore, time taken out to quietly reflect on one’s own is an alien concept to school-going students, who are more inclined to be rowdy, loud, and disorderly. Also, since they learn to pass their examinations, school-goers eventually lack long-standing applicable knowledge. Most of what they learn is quickly forgotten with the passing of the examination. Their understanding of concepts is not adequate as the knowledge they have does not correlate well with real-life issues.

​American Education in Public Schools: A Brief History

A majority of people in the United States who come from low-income backgrounds take their children to public schools. Currently, the parents whose children attend private schools are rather similar in characteristics. For one, they are from affluent backgrounds. The fact that school fees charges in private schools are high shields this elitist group of people from other influences. However, if the restrictive costs of financing education in private schools were to be revised downwards, up to 59% of parents would opt for private education. This would be aided by vouchers which would, ideally, be catering for the whole tuition fees. Besides, parents with low income show greater enthusiasm for private school enrolment, but money continues to be their major hurdle. It is opined that there would be a greater diversity of parents and the group would inevitably be larger if the price of private education were reduced (Education Week, 2004).

For some people, the public education system is the ideal system of instruction. However, it faces a lot of criticism, and many times it has had to be revised so that it may continue playing a pivotal role in the shaping of public opinion regarding solidarity with the government. Having developed in the nineteenth century, its inception was the result of a suggestion by the then President Jefferson. Public school education is under the management of states and school districts. Whereas education in the United States began with puritans and Congregationalists, a purely Christian group of people, the introduction of the public school system came much later. With the coming of people from different countries, there was a foreign influence upon the natives. The entrant people did not all embrace the Christian faith, they have been of different inclinations. For this reason, private education began and thrived in the mid-eighteenth century (Thattai, 2011).

​Disadvantages of Public Schools

In public schools, teachers generally get better remuneration. However, starter salaries are usually very low. This leads to very few teachers being retained in the public sector. Too much bureaucracy in the public sector implies that decisions take very long to be made even when those decisions are critical. Public schools are usually bogged down with political influences and union contracts. The rules that they adhere to while at work are also antique (Kennedy, 2011). Some courses are considered to be more challenging than others. It is less likely for a student in a public school to be required to take such courses as calculus before they graduate (CAPE, 2011b). This has the effect of developing an individual who shall not strive to excel in real life. It also relegates such an individual to a life of relative ease or one that is not well equipped to face challenges. Such an individual ends up having difficulties solving personal problems. Suicidal tendencies and drug-related escape mechanisms are rife among these people who will under most circumstances seek the easiest way out of any rut. The ways that appear easy, however, are illusions and present the individuals with a false sense of comfort or repose from the hardships they experience.

​Of Co-Educational Schools versus Single-Sex Schools

Both private and public schools can be regarded as single-sex institutions or co-educational. In the latter case, a school trains students of both sexes, while in the former the school is exclusively for girls or boys. A debate continues regarding whether the genders should be separated in the school set-up. Those who oppose the idea are the conservative types who feel that there is the looseness of morals that comes into play when members of the two genders are nearby for extended periods. For the feminists, a separation of the sexes is the ideal environment for women to achieve success in life. Historically, it has been normal to separate girls and boys, giving them unequal status to each other based on their acquired societal roles in later life. Literacy was, therefore, more prevalent among males than among females. The former was trained in subjects that would be relevant in their workplaces, politics, and war. Girls, on the other hand, were trained on how to be better performers in the home arena. Thus, the inception of co-education was a threat to the widely accepted status quo, where men were regarded in higher esteem than women (Rury, 2008).

​Controversies in the Adoption of Coeducation

In 2006, Title IX regulations of the US department of education were amended. This allowed single-sex school enrolment, but with reservations. It contended that the enrolments ought o be voluntary. Also, an equal school for the opposite gender should have been present or catered for. While endeavoring to convert to single-sex institutions, some schools have been met with challenges like meager finances and political pressures. Enrolment in such schools has also been a problem for some of the administrators (Rury, 2008).

It would have been thrift for the United States to have learned a thing or two from her European contemporaries. Europe’s experience with coeducation has been anything but rosy. They have documented disadvantages that they have observed against female students in such schools. They state that contrary to their expectation that coeducation would bring about a keen appreciation of either gender by the other, the opposite remains true. Girls have invariably been the sufferers while boys (and teachers) have been the perpetrators of a myriad of atrocities. In a literal sense, girls lack adequate space in these schools. They are the objects of boys’ desires, and often battered with lewd suggestive remarks. Male teachers also tend to get romantically attached to girl students. Girls do not get as much appropriate attention from teachers as the boys do, and they are also taken as social workers to be strategically seated next to ill-mannered boys. This is done to cause the boys to learn some good manners from the better-behaved girls. The missing point in all this is that the bad behavior of the boys seated next to the girls might (and does) rub off on the girls, whose behavior will then be all the worse (Anon., 2004).

In coeducational institutions, inequity exists in the meting out of punishments for wrongdoing. Girls get punished more severely than boys even when their misdeeds are essential of similar magnitude. It is understood, in a discriminatory manner, that girls are more diligent than boys, but that boys are more intelligent than girls. Therefore, when a girl performs well in class, it is attributed to her diligence, while if a boy does the same, it is said that he passed or excelled because he is intelligent. Boys are encouraged to be competitive while girls are frowned upon if they act similarly. The latter is expected to conform. They are also given less time for verbal expression than boys are given in class (Anon., 2004).

Other issues that have arisen through the years after the introduction of coeducational institutions include the argument by some doctors that women would suffer from overexertion and get harmed. It was argued that the overexertion would come from the girls’ competition with boys. Indulgence in sexual impropriety was also pointed out as being highly likely when the two sexes were left to interact for extended periods (Rury, 2008).

Outcomes of education that are of most interests to parents and students include academic achievement test scores, an appropriately delineated concept of self, and long-term success indicators. These are more evident in single-sex schools than in coeducational schools, and they give leverage for the proponents for single-sex schools. In comparison, single-sex schools perform academically better than coeducational schools.

​Current Trends of Education in the United States

In the late twentieth century, there arose a drive for the reformation of elementary education in the United States. Its purpose was to indiscriminately improve the academic performance of students. Children were left accountable to the schools, districts, and ultimately the states for their academic achievement. However, concerns have been raised that the United States students perform relatively poorly in their academics compared to students of other countries. They blame this on an educational system that they deem not to be enabling the students to perform as it should be. Elementary education in the United States is constantly being reformed and refined. The United States is democratizing its education so that it does not support systems that are representations of goals and expectations, and are industrial or social. It is drawn toward an education system that is open and universal (Howey and Post, 2011).

When students perform poorly, the education system is seen as being a failure. It thus behooves the government to ensure that a running system strikes the right balance. One that places a lot of demands on the students is sure to cause them to perform poorly. A very lax system, on the other hand, will produce individuals who are ill-equipped for their roles in society. Thus, the government has put in place measures to ensure that all children have equal access to quality education. These measures include the creation of a welcoming environment, which embodies the prevention of bullying and harassment, and the outlining of the responsibilities that education providers have towards this goal. The onus rests on education providers to ensure that harassment does not occur. Such harassment might be from the education providers themselves, or other sources. Education providers should take the measures necessary to remedy harassment when they know that students are being harassed. Otherwise, they (education providers) face imminent sanctions, since their laxity (or presumed indifference) allows the education system to be poisoned. Harassment is seen as one of the impediments to the ease of access to educational services. When one is harassed, they may not “participate fully in the educational experience” (OHRC, 2011).

An education provider helps reduce instances of bullying and harassment by being non-tolerant to the act of bullying and being unequivocal about the consequences a student has to face for being a bully. The educator further communicates this by educating students concerning disabilities; he or she then encourages them to appreciate diversity. Appreciating diversity will imply that the students do not taunt their peers who may be disabled in one way or another. They will respect their disabled peers, and even protect them from further harm if necessary. The education provider may also get involved in role-playing to cultivate compassion and awareness of the impact that bullying has on other people. They may act like the ones upon whose taunts are being thrown or being big, act as the bullies. In either case, the students will see the folly behind bullying as a front. Bullies are essentially weak people who hide their weaknesses by attacking others. Finally, the educator protects students who report bullying by maintaining confidence regarding their report (OHRC, 2011). The educator does not let other students know the one who reports instances of bullying to the authorities.

​The Role of Universities in the United States Education System

There was a decline in American education as was documented in 1983 by the National Commission on Excellence in Education. This brought about a change that saw the inception of standardized testing and accountability (Heckman & LaFontaine, 2011). A 2001 Act called the No Child Left Behind Act sets out requirements for each state to identify low-performing schools. Another of its requirements is for the annual assessment of students in reading and mathematics. Declining standards in the secondary school level of education imply that very few students get enrolled in universities around the country. America boasts of the largest number of institutions of higher learning throughout the world, but if these institutions cannot enroll Native Americans due to mediocre performance in their secondary schools, one is left to marvel at what the future holds for university education within the country.

Scientific research in universities thrives on funding from various sources. Research is important to the advancement of knowledge since it creates new perspectives to what is already known. Much of what results from research can be applied in areas such as pharmaceuticals for the production of new drugs. The current trend tends towards genetic science, which has brought about a lot of controversies. When universities lack students to carry out research then there is a paucity of funds from donors who fund the research projects. This brings a complication to the universities, which rely much on donor funding. The case of Berkeley and Novartis appears to have been instigated by such a state of affairs as has been described above. Berkeley signed an agreement with Novartis in November 1998 and rescinded about one-third of its patent rights to Novartis in exchange for a $25 million grant towards research (Washburn, 2005). The said company had vested interests in the outcome of the research and, thus, was in a way investing in it. That movie had a lot of ethical connotations.

Another issue that was highlighted in Washburn’s book is the notion that universities have gradually been shifting from their academic role to institutions that run businesses. This is a pithy subject since the university ought to be an institution of higher learning and not drawn into the rigmarole of generating income. Universities ought to set the pace for industry to follow, by making breakthroughs in research projects that will enhance the human experience of living within the planet earth. That notwithstanding, universities have become embroiled in the shaping of individuals to prepare them for employment within the industries. One may contend that they are responding to the dire needs of the economy by providing the market with the best brains the country has to offer. However, the country appears to stand no gain, especially when such patents as were aforementioned are left in the hands of foreign companies (Washburn, 2005).

A reversal of roles is readily observable in that the industry now makes the demands and the universities dance to her tune. For example, when the industry demands chemical analysts, the universities respond by giving their analysts to the industries. Due to the lack of employment in the country, an analyst who finishes their course at university and immediately finds a source of income sees herself as being very fortunate. This, however, results in a dilution of the high standards of excellence that are expected of all public institutions of higher learning. Universities need to maintain an autonomous stance that is neither swayed by the government nor by the industry as these two entities seek to push their agenda (Washburn, 2005). On one side is an entity with political ideals while on the other is one that seeks financial gains. Both the government and the industrial entities stand in opposition to the universities’ values of serving the common good of all humankind.

The involvement of outside forces in university affairs has made even students forget their primary agenda at having joined the universities. Like Reynolds in the Washburn (2005) book, many a scientist ends up being a politician due to these disruptions in the curriculum. If even the students should get derailed from their “calling” in such a manner, in all probability, the future of the universities is painted in bleak colors. It is necessary to redefine the role of the university and give the students clear guidelines as to the parts they ought to play therein. Not only are grades falling within secondary schools, but also those who end up in university, having attempted and succeeded at a difficult feat, may get disillusioned at what they find.

Hirsch (2006) appears to have the answer to one of the woes so far when he says that students have to read and comprehend. Any student can read, given the time to do so. But their understanding of what they have read is the most crucial part of their acquisition of knowledge. Comprehension is the difficult bone that students need to chew while at school to enable them to sit their examinations and pass with flying colors. Since they are not taught to comprehend, it follows that their performance in class also suffers. They are not even prepared within their extant grades for the grades which they shall be facing in the future. Hirsch says that a broad range of knowledge is required for students to be able to comprehend what they read (Hirsch, 2006). One may question at this point from whence that a “broad range of knowledge” shall be obtained.

Hitherto, it has been observed the diverse challenges that the American child faces as he or she pursues an education. The challenges start right from kindergarten through to university. The American child is also exposed to a lot of information that buffets them from all types of sources: the internet, television, radio, movies et cetera. These sources of information together with the students’ own experiences (however few and apart those experiences might be) ought to be sufficient to give the background knowledge that Hirsch craves for them. If these sources are not enough to give the American child the vast knowledge that Hirsch talks about, then it remains an enigma where else the knowledge shall come from. The school has synthesized the knowledge for the students to acquire, not in its raw form, but in a form that has been more purified; akin to the sugar that one gets on the table compared to the sugar from the cane.

According to Hirsch (2006), knowledge is all around us, but it is taken for granted. In essence, he says that even the modern student has a lot to learn from his or her surroundings. As they walk along the streets, go sightseeing or listen to music on the radio, all these areas hold a bit of knowledge here and a bit there that may stand the observer in good stead when they are faced with the problem of comprehending written material in class. It may be added that comprehension is context-dependent but knowledge garnered from one source can be transmuted to an application that is far much different than its source. Therefore, as students learn to be more in touch with their environments, they shall be better equipped to face the future challenges that they are bound to meet. They shall be able, when in university, to stand for what they know is right, disallowing the interference of other institutions whose missions stand at variance with the mission of the academia.

​Conclusion

Reforms in education in the United States are bound to be a collective effort involving, not only the government but also all other stakeholders. America was founded as a nation on solid Christian principles, and these guiding principles worked well for the founding generation as well as the few generations that stood by them thereafter. The encumbrances that America faces are as a result of her generosity toward all nations. These nations have brought with them influences that have diluted the American spirit of democracy and freedom; for even the freedom that the founding father fought for has been misinterpreted. It is time that America went back to her first principles; for there lays the answer to most of the problems she faces nowadays. Democracy per se is a boon that the American people can never take for granted. Nevertheless, it only speaks of good things that have not been counterbalanced by the “bad”. A bit of non-democratization may be required to create the critical balance that America requires. The government needs to step up its authority to ensure that things happen in the correct way that they should, but that ought to be done with discretion as there still is an extant law that governs the land. It is a law that the people have put forth by themselves, and it is in the power of the people to repeal the same and come up with better laws.

The breaches in the education system in America are not irreparable. Since the United States has shined in glory in the past, she still can do the same but only if the people are willing to rise together and make that dream a reality. Right from elementary school to the university level, students have the latent ability to excel, for America does have the mental capacity to read and understand books. She is well endowed with comprehensive skills.

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What Changes to the U.S. Education System Are Needed to Support Long-Term Success for All Americans?

With the pandemic deepening inequities that threaten students’ prospects, the vice president of the Corporation’s National Program provides a vision for transforming our education system from one characterized by uneven and unjust results to one that puts all students on a path to bright futures 

At no point in our nation’s history have we asked so much of our education system as we do today. We ask that our primary and secondary schools prepare all students, regardless of background, for a lifetime of learning. We ask that teachers guide every child toward deeper understanding while simultaneously attending to their social-emotional development. And we ask that our institutions of higher learning serve students with a far broader range of life circumstances than ever before.

We ask these things of education because the future we aspire to requires it. The nature of work and civic participation is evolving at an unprecedented rate. Advances in automation, artificial intelligence, and social media are driving rapid changes in how we interact with each other and what skills hold value. In the world our children will inherit, their ability to adapt, think critically, and work effectively with others will be essential for both their own success and the well-being of society.

At Carnegie Corporation of New York, we focus on supporting people who are in a position to meet this challenge. That includes the full spectrum of educators, administrators, family members, and others who shape young people’s learning experiences as they progress toward and into adulthood. Our mission is to empower all students with the tools, systems, knowledge, and mindsets to prepare them to fully participate in the global economy and in a robust democracy.

All of our work is geared toward transforming student learning. The knowledge, skills, and dispositions required for success today call for a vastly different set of learning experiences than may have sufficed in the past. Students must play a more active role in their own learning, and that learning must encompass more than subject-matter knowledge. Preparing all children for success requires greater attention to inclusiveness in the classroom, differentiation in teaching and learning, and universal high expectations.

This transformation needs to happen in higher education as well. A high school education is no longer enough to ensure financial security. We need more high-quality postsecondary options, better guidance for students as they transition beyond high school, and sufficient supports to enable all students to complete their postsecondary programs. Preparing students for lifelong success requires stronger connections between K–12, higher education, and work.

The need for such transformation has become all the more urgent in the face of COVID-19. As with past economic crises, the downturn resulting from the pandemic is likely to accelerate the erosion of opportunities for low-skilled workers with only a high school education. Investments in innovative learning models and student supports are critical to preventing further inequities in learning outcomes. 

An Urgent Call for Advancing Equity 

The 2020–21 school year may prove to be the most consequential in American history. With unfathomable speed, COVID-19 has forced more change in how schools operate than in the previous half century.

What is most concerning in all of this is the impact on the most underserved and historically marginalized in our society: low-income children and students of color. Even before the current crisis, the future prospects of a young person today looked very different depending on the color of her skin and the zip code in which she grew up, but the pandemic exposed and exacerbated long-standing racial and economic inequities. And the same families who are faring worst in terms of disrupted schooling are bearing the brunt of the economic downturn and disproportionately getting sick, being hospitalized, and dying.

Our mission is to empower all students with the tools, systems, knowledge, and mindsets to prepare them to fully participate in the global economy and in a robust democracy.

Every organization that is committed to educational improvement needs to ask itself what it can do differently to further advance the cause of educational equity during this continuing crisis so that we can make lasting improvements. As we know from past experience, if the goal of equity is not kept front and center, those who are already behind through no fault of their own will benefit the least. If ever there were a time to heed this caution, it is now.

We hope that our nation will approach education with a new sense of purpose and a shared commitment to ensuring that our schools truly work for every child. Whether or not that happens will depend on our resolve and our actions in the coming months. We have the proof points and know-how to transform learning, bolster instruction, and meet the needs of our most disadvantaged students. What has changed is the urgency for doing so at scale.

Our starting place must be a vision of equal opportunity, and from there we must create the conditions that can actually ensure it — irrespective of how different they may look from the ones we now have. We need to reimagine the systems that shape student learning and put the communities whose circumstances we most need to elevate at the center of that process. We need to recognize that we will not improve student outcomes without building the capacity of the adults who work with them, supporting them with high-quality resources and meaningful opportunities for collaboration and professional growth. We need to promote stronger connections between K–12, higher education, and employment so that all students are prepared for lifelong success.

The pandemic has deepened inequities that threaten students’ prospects. But if we seize this moment and learn from it, if we marshal the necessary resources, we have the potential to transform our education system from one characterized by uneven and unjust results to one that puts all students on a path to bright futures.

In a pandemic-induced moment when the American education system has been blown into 25 million homes across the country, where do we go from here?

We Must Learn to Act in New Ways

These are not controversial ideas. In fact, they constitute the general consensus about where American education needs to go. But they also represent a tall order for the people who influence the system. Practically everyone who plays a part in education must learn to act in new ways.

That we have made progress in such areas as high school completion, college-going rates, and the adoption of college- and career-ready standards is a testament to the commitment of those working in the field. But it will take more than commitment to achieve the changes in student learning that our times demand. We can’t expect individuals to figure out what they need to do on their own, nor should we be surprised if they struggle to do so when working in institutional structures designed to produce different outcomes. The transformation we seek calls for much greater coordination and a broader set of allies than would suffice for more incremental changes.

Our starting place must be a vision of equal opportunity, and from there we must create the conditions that can actually ensure it — irrespective of how different they may look from the ones we now have.

Our best hope for achieving equity and the transformation of student learning is to enhance adults’ ability to contribute to that learning. That means building their capacity while supporting their authentic engagement in promoting a high-quality education for every child. It also means ensuring that people operate within systems that are optimized to support their effectiveness and that a growing body of knowledge informs their efforts.

These notions comprise our overarching strategy for promoting the systems change needed to transform student learning experiences on a large scale. We seek to enhance adult capacity and stakeholder engagement in the service of ensuring that all students are prepared to meet the demands of the 21st century. We also support knowledge development and organizational improvement to the extent that investments in these areas enhance adult capacity, stakeholder engagement, and student experiences.

Five Ways We Invest in the Future of Students

These views on how best to promote systems change in education guide our philanthropic work. The strategic areas of change we focus on are major themes throughout our five investment portfolios. Although they are managed separately and support different types of initiatives, each seeks to address its area of focus from multiple angles. A single portfolio may include grants that build adult capacity, enhance stakeholder engagement, and generate new knowledge.

New Designs to Advance Learning

Preparing all students for success requires that we fundamentally reimagine our nation’s schools and classrooms. Our public education system needs to catch up with how the world is evolving and with what we’ve come to understand about how people learn. That means attending to a broader diversity of learning styles and bringing what happens in school into greater alignment with what happens in the worlds of work and civic life. We make investments to increase the number of innovative learning models that support personalized experiences, academic mastery, and positive youth development. We also make investments that build the capacity of districts and intermediaries to improve learning experiences for all students as well as grants to investigate relevant issues of policy and practice.

Pathways to Postsecondary Success

Lifelong success in the United States has never been more dependent on educational attainment than it is today. Completing some education beyond the 12th grade has virtually become a necessity for financial security and meaningful work. But for that possibility to exist for everyone, we need to address the historical barriers that keep many students from pursuing and completing a postsecondary program, and we must strengthen the options available to all students for education after high school. Through our investments, we seek to increase the number of young people able to access and complete a postsecondary program, with a major focus on removing historical barriers for students who are first-generation college-goers, low-income, or from underrepresented groups. We also look to expand the range of high-quality postsecondary options and to strengthen alignment between K–12, higher education, and the world of work.

Leadership and Teaching to Advance Learning

At its core, learning is about the interplay between teachers, students, and content. How teachers and students engage with each other and with their curriculum plays a predominant role in determining what students learn and how well they learn it. That’s not to say that factors outside of school don’t also greatly impact student learning. But the research is clear that among the factors a school might control, nothing outweighs the teaching that students experience. We focus on supporting educators in implementing rigorous college- and career-ready standards in math, science, and English language arts. We make investments to increase the supply of and demand for high-quality curricular materials and professional learning experiences for teachers and administrators.

Public Understanding

As central as they are to the education process, school professionals are hardly the only people with a critical role to play in student learning. Students spend far more time with family and other community members than they do at school. And numerous stakeholders outside of the education system have the potential to strengthen and shape what happens within it. The success of our nation’s schools depends on far more individuals than are employed by them. 

We invest in efforts to engage families and other stakeholders as active partners in supporting equitable access to high-quality student learning. We also support media organizations and policy research groups in building awareness about key issues related to educational equity and improvement.

Integration, Learning, and Innovation

Those of us who work for change in education need a new set of habits to achieve our vision of 21st-century learning. It will take more than a factory-model mindset to transform our education system into one that prepares all learners for an increasingly complex world. We must approach this task with flexibility, empathy for the people involved, and an understanding of how to learn from what’s working and what’s not. We work to reduce the fragmentation, inefficiencies, and missteps that often result when educational improvement strategies are pursued in isolation and without an understanding of the contexts in which they are implemented. Through grants and other activities, we build the capacity of people working in educational organizations to change how they work by emphasizing systems and design thinking, iteration, and knowledge sharing within and across organizations.

Two recent surveys by Carnegie Corporation of New York and Gallup offer insights into how our education system can better help all Americans navigate job and career choices

Join Us in This Ambitious Endeavor

Our approach of supporting multiple stakeholders by pulling multiple levers is informed by our deep understanding of the system we’re trying to move. American education is a massive, diverse, and highly decentralized enterprise. There is no mechanism by which we might affect more than superficial change in many thousands of communities. The type of change that is needed cannot come from compliance alone. It requires that everyone grapple with new ideas.

We know from our history of promoting large-scale improvements in American education that advancements won’t happen overnight or as the result of one kind of initiative. Our vision for 21st-century education will require more than quick wins and isolated successes. Innovation is essential, and a major thrust of our work involves the incubation and dissemination of new models, resources, and exemplars. But we must also learn to move forward with the empathy, flexibility, and systems thinking needed to support people in making the transition. Novel solutions only help if they can be successfully implemented in different contexts.

Only a sustained and concerted effort will shift the center of gravity of a social enterprise that involves millions of adults and many tens of millions of young people. The challenge of philanthropy is to effect widespread social change with limited resources and without formal authority. This takes more than grantmaking. At the Corporation, we convene, communicate, and form coalitions. We provide thought leadership, issue challenges, and launch new initiatives. Through these multifaceted activities, we maximize our ability to forge, share, and put into practice powerful new ideas that build a foundation for more substantial changes in the future.

We encourage everyone who plays a role in education to join us in this work. Our strategy represents more than our priorities as a grantmaker. It conveys our strong beliefs about how to get American education to where it needs to be. The more organizations and individuals we have supporting those who are working to provide students with what they need, the more likely we are to succeed in this ambitious endeavor. 

LaVerne Evans Srinivasan is the vice president of Carnegie Corporation of New York’s National Program and the program director for Education.

TOP: Due to the COVID-19 outbreak, a lower-school substitute teacher works from her home in Arlington, Virginia, on April 1, 2020. Her role in the school changed significantly due to the pandemic. Whereas she previously worked part-time to support teachers when they needed to be absent from the classroom, amid COVID-19 she now helps teachers to build skills with new digital platforms so they can continue to teach in the best way for their students and their families. (Credit: Olivier Douliery/AFP via Getty Images)

In her introduction to the issue, Dame Louise Richardson writes about how remarkable individuals at the state, city, and community levels are coming together to tackle problems in innovative and creative ways. Carnegie Corporation of New York is working to recognize and support these local leaders and initiatives

The former editor of the Washington Post argues that without democracy, there will be no independent press, and without an independent press, there can be no democracy 

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How can education systems improve? A systematic literature review

• Published: 07 April 2022
• Volume 24 , pages 479–499, ( 2023 )

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• Ignacio Barrenechea   ORCID: orcid.org/0000-0002-4673-3862 1 ,
• Jason Beech 2 &
• Axel Rivas 1  

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Understanding what contributes to improving a system will help us tackle the problems in education systems that usually fail disproportionately in providing quality education for all, especially for the most disadvantage sectors of the population. This paper presents the results of a qualitative systematic literature review aimed at providing a comprehensive overview of what education research can say about the factors that promote education systems’ improvement. This literature is emerging as a topic of empirical research that merges comparative education and school effectiveness studies as standardized assessments make it possible to compare results across systems and time. To examine and synthesize the papers included in this review we followed a thematic analysis approach. We identify, analyze, and report patterns in the papers included in this systematic review. From the coding process, four drivers for system improvement emerged: (1) system-wide approaches; (2) human capital; (3) governance and macro–micro level bridges; and (4) availability of resources.

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Barrenechea, I., Beech, J. & Rivas, A. How can education systems improve? A systematic literature review. J Educ Change 24 , 479–499 (2023). https://doi.org/10.1007/s10833-022-09453-7

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Collaborating to transform and improve education systems: A playbook for family-school engagement

By Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler

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This playbook on family-school collaboration makes the case for why family engagement is essential for education systems transformation and why families and schools must have a shared understanding of what a good quality education looks like. By providing evidence-based strategies from around the world and other hands-on tools that school leaders and partners can adopt and use in their local contexts, it aims to help leapfrog education inequality so that all young people can have a 21st-century education.

The COVID-19 pandemic has put the topic of families and schools working together to educate children at the center of virtually every country’s education debate. Teachers around the world report developing creative ways of engaging with parents to help their students learn at home, including strategies they would like to continue even after pandemic is over (Teach for All, 2020; Teach for Pakistan, 2020). In turn, parents—whom we define as any family members or guardians who are the primary caregivers (see Box 1 for important terms defined)—have responded to these new remote-learning experiences and new forms of communication. Their increased expectations of deeper engagement with schools are reflected in representative surveys of parents across Colombia, Mexico, Peru, and the United States—all pointing to this rising demand from families for new approaches to working with schools ( Learning Heroes, 2020; Molina et al., 2020).

Many leaders of schools and school systems across the world had an “aha” moment when, after pivoting to new outreach and communication mechanisms, they saw major jumps in the level of engagement of families, especially among those who had been previously deemed hard to reach. From Argentina to India to the United States, leaders realized that hard-to-reach families were not opposed to engaging with schools; it was just that the schools’ approaches to engagement were getting in the way. For example, when the government of Himachal Pradesh, a state of almost 7 million people in India, pivoted from asking parents to come to schools for meetings to finding multiple ways for schools to come to parents —through text messages, WhatsApp groups, and Facebook posts—engagement levels jumped from 20 percent to 80 percent in two months (Brookings Institution, 2021).

I felt like I knew more during the school closures what my child had been learning than the entire three and a half other years she’s been in school. Parent, United States

The four goals

This new focus on ways to connect families with schools presents an opportunity to markedly shift broader approaches, and the overall vision, for long-term collaboration. This playbook shows that family-school engagement—namely the collaboration between the multiple actors, from parents and community members to teachers and school leaders—has an important role to play in improving and transforming education systems to achieve four main goals (Figure 1):

• Parent and family: In this playbook, “parent” is shorthand for any family member, caregiver, or guardian who cares for children and youth. We rely most heavily on the term “family” to capture the varied contexts in which children live and are cared for, including extended family members—from grandparents to aunts, uncles, or cousins—who play leading roles in caregiving. The playbook uses the terms “parent” and “family” interchangeably.
• Teacher: The playbook uses “teacher” instead of “educator” to distinguish between the education professional (whose vocation is to instruct and guide children in school) and parents (who are their child’s first educators, helping them develop and learn from birth on).
• Involvement versus engagement: We find Ferlazzo’s distinction between family “involvement” and “engagement” helpful and use the terms accordingly. “A school striving for family involvement often leads with its mouth—identifying projects, needs, and goals and then telling parents how they can contribute.” In contrast, “a school striving for parent engagement leads with its ears—listening to what parents think, dream, and worry about. The goal of family engagement is not to serve clients but to gain partners” (Ferlazzo, 2011, p. 12).
• Family-school engagement: This playbook uses the term “family-school engagement” instead of the more common “family engagement” not only to express the dual nature of the engagement but also to highlight the fact that either side can, and does, initiate the engagement process.
• Alignment and the alignment gap: When families and schools share the same vision of the purpose of school, they are aligned in their beliefs and values, and this coherence is a powerful driver of education system transformation. An “alignment gap” exists when families and schools either do not share or perceive that they do not share the same views on the purpose of school and therefore what makes for a quality education for their children and communities.
• Schools and education systems: “School” denotes children’s structured process of teaching and learning regardless of location (whether a school building, outdoors, a library, a museum, or home). “Education systems” comprise schools but also frequently include a range of actors in the community (such as parks, employers, or nonprofit programs) that can work with schools to provide an ecosystem of learning opportunities. Education systems can have different levels of jurisdiction (district, state, or national) that denote their limits of authority. Although governments in every country bear the responsibility for ensuring that all children, especially from marginalized communities, can access a quality education, this playbook also refers to nongovernmental school networks (for example, a private school chain or a nonprofit network) as jurisdictions.
• System improvement: Certain efforts maximize how a system delivers education against the existing vision and set of outcomes. They aim to achieve the first two goals defined in this playbook: (a) improve student attendance and completion, and (b) improve student learning and development.
• System transformation: Other efforts broaden engagement to redefine the purpose of an education system, hence shifting the beliefs and mindsets that guide it along with the operations that deliver on that vision. They aim to achieve the second two goals defined in this playbook: (a) redefine the purpose of school for students, and (b) redefine the purpose of school for society.

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Improving education systems

Robust evidence shows that family-school engagement can significantly improve how systems serve their students, especially those who have been poorly served. Studies that primarily assess school improvement have looked at students’ educational outcomes as measured by attendance; completion; and achievement on literacy, numeracy, and other regularly assessed competencies. We classify these efforts as system “improvement” because they improve how the system delivers education against an established set of outcomes rather than shifting the overall vision of the system’s purpose. Several such studies find that family-school engagement, when implemented effectively, not only boosts student outcomes but also can be a highly cost-effective investment.

Our students come from very challenging backgrounds, so we cannot focus only on academics. I feel it is necessary for teachers to spend some time bonding with students. It is very important for me to bond with their families as the difficulties faced by the families are also related to my child’s background. As a teacher, I feel having this complete triangle connected to each other is very important. Teacher, India

Schools with strong family engagement are 10 times more likely to improve student learning outcomes. In one longitudinal study across 200 public elementary schools in Chicago (Bryk, 2010), researchers identified five key supports that together determined whether schools could substantially improve students’ reading and math scores: school leadership, family and community engagement, education personnel capacity, school learning climate, and instructional guidance. Crucially, schools improved most when all five supports were present. A sustained weakness in even one of these elements led schools to stagnate, showing little improvement.

The important role family-school engagement plays in improving students’ achievement is also broadly supported by other research, including a meta-analysis of 52 studies that found that engaging parents in their children’s schooling leads to improved grades for students in their classes and on standardized tests (Jeynes, 2007).

Communicating with families can be one of the most highly cost-effective approaches. Robust family engagement, as a core pillar of improving schools, certainly requires investment to shift mindsets and behaviors, but one particular component of this effort—direct communication with families—is a highly cost-effective way of improving student attendance and learning outcomes. A global study comparing evaluations of different types of education interventions (such as teacher training, materials provision, scholarships) across 46 low- and middle-income countries found sharing information about education to be at the top of the list in terms of cost-effectiveness (Angrist et al., 2020). The study showed that a particular approach to communicating information is what improves student outcomes at scale, namely context-specific information about the benefits, costs, and quality of local schooling from a messenger that families and students trust. For example, data that help families and their children to better assess the specific benefits of staying and doing well in school (like higher earnings and better health) as well as to better identify resources that could help students participate in higher education and understand the quality of schooling options available to them. In fact, targeted information campaigns about the benefits of education for students can deliver the equivalent of three additional years of high-quality education for a low per student cost.

The Global Education Evidence Advisory Panel identified communicating with families in this manner, including through videos or parents’ meetings at school, as a “great buy” for education systems. For a modest investment, it can significantly improve student outcomes on important dimensions such as years of schooling and acquisition of literacy and numeracy skills across a large number of communities (Global Education Evidence Advisory Panel, 2020).

Transforming education systems

The increased attention to family-school engagement also provides an opportunity for a broader debate and dialogue on the overall purpose of school. Families not only have increased expectations for ongoing engagement but also, in many contexts, have had front-row seats inside the schooling process during the COVID-19 pandemic and have opinions on what a quality education should look like for their children.

These discussions on the purpose of school would, of course, include an examination of strategies to ensure that students are attending school and learning well there. But they would also allow parents and families and teachers and schools to take a step back and ask each other, “What are schools for? What role should they play in society? And what types of competencies and skills should schools help our children develop?”

No institution or one actor can reinvent the education system by themselves. So you need to spend the time to develop an answer to the question: What is it that we want for our children in this community? Only once we agree on where we’re trying to go, can we then work in coordination and know what our respective roles are. Developing this shared vision is what good leaders do. District superintendent, United States

We refer to this broader engagement on the guiding vision of education as system “transformation” work because it does not take the current education system outcomes as a given. Although the family engagement literature offers only a limited focus on engaging families with this goal in mind, the system transformation field offers substantial insight on the important role family-school engagement plays in this process—and what it takes to achieve this engagement.

Redefining the purpose of education—one of the most powerful levers for sustainably transforming systems—requires participation by the whole community. Systems of any kind—education, health, or justice—are made up of many elements, from the concrete and visible (like people and resources) to the abstract and invisible (like group priorities and culture). Scholars of system dynamics point to changing “deep structures,” which include the invisible elements of a system like values and beliefs, as one of the most effective ways to transform what systems do (Gersick, 1991; Heracleous & Barrett, 2001). They argue that frequently, when leaders seek to change the concrete or visible elements of a system without changing the deep structures of beliefs and values that guide that system, the results amount to tinkering around the edges. Conversely, a shift in the beliefs and values that guide a system drives changes across the visible and invisible elements alike (Meadows, 2008; Munro et al., 2002).

In this way, aligning around a shared vision of the purpose of school is a powerful way for schools and families to shape the deep structures guiding how schools operate. For example, in communities where families or teachers or students have different beliefs about what school is for and hence what they should do , schools are likely to struggle, being pulled in multiple directions or experiencing considerable headwinds to any changes that are made. In contrast, communities with a well-aligned vision of the purpose of school can move forward constructively, with families, teachers, students, and others all playing their respective roles in helping to advance this vision. This type of family-school engagement has the added benefit of helping sustain a vision of quality schooling across multiple political cycles. An Achilles’ heel of education system change is the short tenure of leaders. In Latin America, for example, most education ministers are only in office for an average of two to three years, which frequently means a revolving door of priorities guiding the system (Fiszbein & Saccucci, 2016).

Deep dialogue with families and schools is needed to unlock systemwide transformational processes. One study examined the greatest barriers to and enablers of systemwide change, tracking reform journeys across three countries: Canada, Finland, and Portugal (Barton, 2021). In all three cases, the primary barrier was a misalignment between members of the community—from education leaders to teachers to families—on their beliefs and values about school. They lacked a shared sense of “this is what school is about.” In all three countries, a process of deep and respectful dialogue, whereby families and schools along with others had equal places at the table, was crucial for unlocking the system transformation process. The study concludes that collectively defining and aligning the purpose of education, and the values that drive it, are among the essential enablers of systemwide transformation. This study reaffirms prior findings from U.S.-based research: education reforms are only successful when, among other things, they are consistent with stakeholders’ values, in other words when they are aligned to students, parents, and teachers’ beliefs about education (Cohen and Mehta, 2017).

A changing world

The COVID-19 pandemic has not been the first and will not be the last external force driving a need to change education systems. Strategies for families and communities to work together across all four goals of system improvement or transformation are needed now, particularly to address the growing inequality that has emerged from the pandemic. But they will also be needed in the future to navigate the skills needed for a rapidly changing world.

There is a growing consensus among education experts and learning scientists that education systems must focus more heavily on ensuring that students develop a wide range of competencies—from robust academic knowledge, to “learning how to learn,” to collaborative problem solving. Many also agree that to develop this breadth of skills and deliver a holistic education, teaching and learning experiences must shift to include more experiential, playful, real-world application of academic learning (Winthrop et al., 2018). The forces that are already pushing education systems in this direction are set to accelerate over the coming decades. They include the advent of new technologies, the disruption of the world of work through automation of routine manual and cognitive skills, and the seriousness of complex social and environmental crises.

Although we subscribe to the argument that the fast pace of change requires education systems to improve and transform toward a more holistic vision of education and have written extensively on this before, we recognize that when it comes to family-school engagement, prescribing a vision undercuts the very power of the engagement process. For example, the deep dialogue needed to redefine the purpose of schools can only occur if parents and families and teachers and schools have an equal voice, whereby each brings their respective expertise to the table, and there is a level of trust that allows for the cocreation of a shared vision. We also realize that every context is different and together families, education professionals, students, and other stakeholders should be the ones to decide what a quality education looks like for them given their culture, history, aspirations, and community realities.

This is why this playbook focuses on offering ways of understanding the full landscape of family-school engagement strategies so that communities may learn from each other but ultimately with the goal of adapting and making strategies relevant in their own contexts. It is also why, to complement this landscape of strategies, we have provided an in-depth look at one of the system transformation goals: “redefine the purpose of school for students.” Current family-school engagement work has focused much less energy and attention on transforming education systems than on improving them, and deepening the field’s understanding of how to approach this goal is one way of addressing this gap.

Playbook contributions

This playbook includes six main components:

• Overview: We describe the four goals for family-school engagement (two goals for improving how systems serve students and two goals for transforming how systems are envisioned). The section provides context for family-school engagement in light of the COVID-19 pandemic and explains who should use the playbook.
• Evolution: This section discusses the evolving nature of family-school engagement. Historically, schools were never designed to engage families in the education of their children and we discuss the three main barriers facing family-school engagement today. We highlight the evolving story of good practice in family-school engagement from episodic involvement to continuous engagement.
• Strategy landscape: This section provides an overview of the good practice strategies that stakeholders can use to improve family-school engagement. It is a typology, or “map,” for understanding the breadth of family-school engagement approaches for achieving each of the four goals and highlights findings from our review of over 500 strategies.
• Strategy Finder: This interactive database features more than 60 strategies from around the world that bring the strategy landscape to life.
• Aligning beliefs: This section provides an in-depth look at the third goal of family-school engagement: redefine the purpose of school for students . It provides a framework for understanding how family-school engagement can support system transformation and our insights from surveying close to 25,000 parents and more than 6,000 teachers about their education beliefs. We conducted these surveys together with our Family Engagement in Education Network (FEEN) across 10 countries and one global private school chain.
• Conversation Starter tools: This section continues the in-depth look at redefining the purpose of school for students by sharing our “Conversation Starter” tools. These tools will help anyone begin exploring how to help families and schools reach a shared understanding of what a good-quality education looks like.

Whom is this playbook for?

This playbook is for anyone interested in helping families and schools work better together to improve or transform how education is delivered or what goals it achieves. Given the power held by education system leaders and school heads, this playbook is particularly focused on supporting them in understanding the why, what, and how of working jointly with families to improve or transform schools (as further described in Box 2, “Who should use this playbook?”).

How was the playbook developed?

The playbook incorporates input from dozens of organizations and thousands of individuals around the world as well as extensive strategy analysis and research, as follows:

We hope this playbook is particularly useful for school system leaders, teacher organizations, civil society partners, and funders. We also hope the many parent organizations around the world, whose work we lift up and highlight, will find this playbook helpful to their ongoing work. The list below is certainly not exhaustive, and if you find yourself outside of one of these groups, we encourage you to read on.

Education decision makers

• Jurisdiction leaders and administrators. At the broader systems level, the playbook can be especially relevant for jurisdiction leaders and administrators at the district, state, and national levels, including jurisdiction-level governing boards, private sector school networks, and education leaders with oversight of key functions such as strategic planning, teacher training, and community engagement.
• School leaders and leadership teams. At the school level, the playbook is designed for school leaders, principals, and their executive leadership teams, including staff with responsibilities over community engagement and student success, as well as any related school-level governing boards.
• Leadership training programs. In addition, the playbook can also be useful for trainers of school leaders, such as universities. We hope the playbook can inspire content for curricula around family engagement and systems transformation.

Teacher leaders

• Teacher networks. Teacher unions, networks, and organizations will also find this playbook useful, especially in their work on strategy, policy, and advocacy. Although the playbook is not designed for individual teachers, much of its content addresses topics that teachers regularly discuss and that figure in their concerns.
• Teacher training programs. In addition, the playbook can also be useful for trainers of teachers, such as universities. We hope it can inspire content for curricula around family engagement and systems transformation.

School partners

• School partners. In addition to systems-level administrators and school-level leaders, the playbook is useful for the many partners of schools. This includes NGOs, including those that support delivery of education to children; private sector organizations, such as for-profit education companies; and funders, including bilateral and multilateral agencies and philanthropic foundations.
• Parent organizations. We also designed the playbook for parent organizations—groups of parents that have organized themselves to provide input into school and community-level issues, such as curricula, school infrastructure, and public safety. These groups are well placed to advocate for strong family-school relationships, and we hope the playbook will inspire learning from the other parent organizations featured in the Strategy Finder.

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Acknowledgments

This playbook was co-authored by Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler from the Center for Universal Education (CUE) at Brookings. Rebecca Winthrop is the primary investigator, and the other co-authors are listed alphabetically given their equal contribution to the work.

The examples in the Strategy Finder were co-authored by Rebecca Winthrop, Adam Barton, Rachel Clayton, Steve Hahn, Maxwell Lieblich, Sophie Partington, and Lauren Ziegler.

This playbook was developed over a two-year period, with input from a number of collaborators, whose help was invaluable.

First and foremost, CUE would like to acknowledge the numerous inputs from the members of its Family Engagement in Education Network (FEEN), a group of education decisionmakers representing public education jurisdictions, private school networks, and nonprofit, parent, and funder organizations from countries around the world. FEEN members have shown their commitment to building ever stronger family-school partnerships, even during what have been the most challenging school years in recent memory. Members took time out of their schedules to attend regular virtual meetings, help co-create the vision guiding the project (including selecting the name of the network), review and adapt survey drafts, and connect us to their communities so we could conduct surveys and focus groups with parents and teacher across their jurisdictions. They provided documentation of family engagement strategies within their organizations, made time for follow-up interviews with CUE, and provided thoughtful input into early drafts of the playbook. CUE is forever grateful for the commitment, comradery, and wisdom of the network members, whose contributions have helped ensure the playbook reflects the lived experiences from numerous contexts around the world. We are also deeply indebted to the thousands of parents and teachers who across each FEEN jurisdiction took the time away from their busy lives talk to us and answer our surveys.   FEEN has grown since its inception and currently represents 49 organizations from 12 countries and one global private school chain with schools in 29 countries. The members are:

Aliquippa School District, Pennsylvania, U.S. Allegheny Intermediate Unit, Pennsylvania, U.S. Association of Independent Schools of South Australia Avonworth School District, Pennsylvania, U.S. Brentwood Borough School District, Pennsylvania, U.S. Buenos Aires Ministry of Education, Argentina Butler School District, Pennsylvania, U.S. Cajon Valley Union School District, California, U.S. Chartiers Valley School District, Pennsylvania, U.S. Doncaster Council, UK Duquesne School District, Pennsylvania, U.S. Fort Cherry School District, Pennsylvania, U.S. Ghana Education Service, Ghana Hampton Township School District, Pennsylvania, U.S. Himachal Pradesh Department of Education, India Hopewell School District, Pennsylvania, U.S. Inter-American Development Bank Itau Social Foundation, Brazil Keystone Oaks School District, Pennsylvania, U.S. Khed Taluka District, Maharashtra, India Leadership for Equity, Maharashtra, India LeapEd Services, Malaysia Learning Creates Australia Lively Minds, Ghana Metropolitan School District of Wayne Township, Indiana, U.S. Michael & Susan Dell Foundation, India Ministry of Education, Colombia Nashik District, Maharashtra, India Networks of Inquiry and Indigenous Education, Canada New Brighton School District, Pennsylvania, U.S. New Castle School District, Pennsylvania, U.S. Nord Anglia Education Northgate School District, Pennsylvania, U.S. Parentkind, UK Pune Municipal Corporation, Maharashtra, India RedPaPaz, Colombia Right to Play, Ghana Samagra, Himachal Pradesh, India School District 8 Kootenay Lake, British Columbia, Canada School District 23 Central Okanagan, British Columbia, Canada School District 37 Delta, British Columbia, Canada School District 38 Richmond, British Columbia, Canada School District 39 Vancouver, British Columbia, Canada School District 48 Sea to Sky, British Columbia, Canada South Fayette School District, Pennsylvania, U.S. The Grable Foundation, U.S. Transformative Educational Leadership Program, Canada Western Beaver School District, Pennsylvania, U.S. Western Cape Department of Education, South Africa Young 1ove, Botswana

We are also deeply grateful to our colleagues who reviewed our playbook offering incisive and important feedback, suggestions, and critiques. Our final draft is measurably improved thanks to all of them taking time, often during weekends and holidays, to provide us with their feedback. Thank you to:

John Bangs, Madhukar Banuri, Alex Beard, Eyal Bergman, Jean-Marc Bernard, Sanaya Bharucha, Margaret Caspe, Yu-Ling Cheng, Jane Gaskell, Crystal Green, Judy Halbert, Kathy Hirsh-Pasek, Linda Kaser, Linda Krynski, Karen Mapp, Brad Olsen, Carolina Piñeros, Tom Ralston, Keri Rodrigues, Urvashi Sahni, Eszter Salamon, Michael Serban, and Heather Weiss.

In addition to the FEEN and peer reviewers, CUE conducted consultations and interviews with a number of stakeholders who provided thorough and thoughtful input over the years into the development of the research, the playbook, and the examples featured in the Strategy Finder. We are especially grateful to:

Akwasi Addae-Boahene, Yaw Osei Adutwum, Carla Aerts, Kike Agunbiade, Carolyne Albert-Garvey, Manos Antoninis, Anna Arsenault, Orazio Attanasio, Patrick Awuah Jr., Chandrika Bahadur, Rukmini Banerji, Peter Barendse, Alex Beard, Amanda Beatty, Gregg Behr, Luis Benveniste, Sanaya Bharucha, Elisa Bonilla Rius, Francisco Cabrera-Hernández, Paul Carter, Jane Chadsey, Mahnaz Charania, Su-Hui Chen, Yu-Ling Cheng, Elizabeth Chu, Samantha Cohen, Larry Corio, Richard Culatta, Laura Ann Currie, Tim Daly, Emma Davidson, Susan Doherty, Shani Dowell, Sarah Dryden-Peterson, Cindy Duenas, David Edwards, Annabelle Eliashiv, Joyce L. Epstein, Jelmer Evers, Beverley Ferguson, Larry Fondation, Kwarteng Frimpong, Nicole Baker Fulgham, Howard Gardner, Elizabeth Germana, Caireen Goddard, L. Michael Golden, Jim Gray, Crystal Green, Betheny Gross, Azeez Gupta, Kaya Henderson, Ed Hidalgo, Paul Hill, Michael B. Horn, Bibb Hubbard, Gowri Ishwaran, Maysa Jalbout, William Jeynes, Jonene Johnson, Riaz Kamlani, Utsav Kheria, Annie Kidder, Jim Knight, Wendy Kopp, Keith Krueger, Sonya Krutikova, Linda Krynski, Asep Kurniawan, Bobbi Kurshan, Robin Lake, Eric Lavin, Lasse Leponiemi, Keith Lewin, Sue Grant Lewis, Rose Luckin, Anthony Mackay, Namya Mahajan, Karen Mapp, Eileen McGivney, Hugh McLean, Bharat Mediratta, David Miyashiro, Alia An Nadhiva, Rakhi Nair, David Nitkin, Essie North, Hekia Parata, David Park, Shuvajit Payne, Chris Petrie, Marco Petruzzi, Vicki Phillips, Christopher Pommerening, Vikas Pota, Andy Puttock, Harry Quilter-Pinner, Bharath Ramaiah, Dominic Randolph, Niken Rarasati, Fernando Reimers, Shinta Revina, Karen Robertson, Richard Rowe, Jaime Saavedra, Suman Sachdeva, Siddhant Sachdeva, Urvashi Sahni, Eszter Salamon, Madalo Samati, Lucia Cristina Cortez de Barros Santos Santos, Dina Wintyas Saputri, Mimi Schaub, Andreas Schleicher, Jon Schnur, Marie Schwartz, Manju Shami, Nasrulla Shariff, Amit Kumar Sharma, Jim Shelton, Mark Sherringham, Manish Sisodia, Sandy Speicher, Michael Staton, Michael Stevenson, Samyukta Subramanian, Sudarno Sumarto, Vishal Sunil, Daniel Suryadarma, Fred Swaniker, Nicola Sykes, Eloise Tan, Sean Thibault, Jean Tower, Mike Town, Florischa Ayu Tresnatri, Jon Valant, Elyse Watkins, Heather Weiss, Karen Wespieser, Jeff Wetzler, Donna Williamson, Sharon Wolf, Michael Yogman, Kelly Young, and Gabriel Sánchez Zinny.

We are also grateful for the many individuals at CUE who helped make the playbook come to life in various ways, including: Eric Abalahin, Jeannine Ajello, Jessica Alongi, Nawal Atallah, Sara Coffey, Rachel Clayton, Porter Crumpton, Steve Hahn, Grace Harrington, Justine Hufford, Abigail Kaunda, Maxwell Lieblich, Shavanthi Mendis, Aki Nemoto, Sophie Partington, Katherine Portnoy, and Esther Rosen. In addition, we would like to acknowledge copy editing services from Mary Anderson, Jessica Federle, and Donna Polydoros and design services from Marian Licheri, Damian Licheri, Andreina Anzola, and Rogmy Armas.

The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars. Brookings gratefully acknowledges the support provided by the BHP Foundation, Grable Foundation, and the LEGO Foundation.

Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment.

The playbook is a living document that we plan to add to over time. If you have questions about the material or would like to see additional topics or information, please let us know at [email protected] .

For more information, contact:

Katherine Portnoy

[email protected]

About the Authors

Rebecca winthrop, co-director – center for universal education.

Rebecca Winthrop is a senior fellow and co-director of the Center for Universal Education at the Brookings Institution.   

Adam Barton

Cambridge international scholar, faculty of education – university of cambridge; former senior research analyst – center for universal education.

Adam Barton was a senior research analyst at the Center for Universal Education at Brookings and is a Cambridge International Scholar at the University of Cambridge, Faculty of Education.

Mahsa Ershadi

Former postdoctoral fellow – center for universal education.

Mahsa Ershadi was a postdoctoral fellow in the Center for Universal Education at Brookings.

Lauren Ziegler

Project director, leapfrogging in education – brookings institution.

Lauren Ziegler is a project director at the Center for Universal Education at Brookings.

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Essay on Indian Education System for Students and Children

500+ words essay on indian education system for students and children.

The Indian education system is quite an old education system that still exists. It has produced so many genius minds that are making India proud all over the world. However, while it is one of the oldest systems, it is still not that developed when compared to others, which are in fact newer. This is so as the other countries have gone through growth and advancement, but the Indian education system is still stuck in old age. It faces a lot of problems that need to be sorted to let it reach its full potential.

Problems with Indian Education System

Our Indian education system faces a lot of problems that do not let it prosper and help other children succeed in life . The biggest problem which it has to face is the poor grading system. It judges the intelligence of a student on the basis of academics which is in the form of exam papers. That is very unfair to students who are good in their overall performance but not that good at specific subjects.

Moreover, they only strive to get good marks not paying attention to understanding what is taught. In other words, this encourages getting good marks through mugging up and not actually grasping the concept efficiently.

Furthermore, we see how the Indian education system focuses on theory more. Only a little percentage is given for practical. This makes them run after the bookish knowledge and not actually applying it to the real world. This practice makes them perplexed when they go out in the real world due to lack of practical knowledge.

Most importantly, the Indian education system does not emphasize enough on the importance of sports and arts. Students are always asked to study all the time where they get no time for other activities like sports and arts.

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How Can We Improve Indian Education System?

As the Indian Education System is facing so many problems, we need to come up with effective solutions so it improves and creates a brighter future for students . We can start by focusing on the skill development of the students. The schools and colleges must not only focus on the ranks and grades but on the analytical and creative skills of children.

In addition, subjects must not be merely taught theoretically but with practical. This will help in a better understanding of the subject without them having to mug up the whole thing due to lack of practical knowledge. Also, the syllabus must be updated with the changing times and not follow the old age pattern.

Other than that, the government and private colleges must now increase the payroll of teachers. As they clearly deserve more than what they offer. To save money, the schools hire teachers who are not qualified enough. This creates a very bad classroom environment and learning. They must be hired if they are fit for the job and not because they are working at a lesser salary.

In conclusion, the Indian education system must change for the better. It must give the students equal opportunities to shine better in the future. We need to let go of the old and traditional ways and enhance the teaching standards so our youth can get create a better world.

FAQs on Indian Education System

Q.1 What problems does the Indian Education System face?

A.1 Indian education is very old and outdated. It judges students on the basis of marks and grades ignoring the overall performance of the student. It focuses on academics side-lining arts and sports.

Q.2 How can we improve the Indian education system?

A.2 The colleges and schools must hire well and qualified teachers. They must help students to understand the concept instead of merely mugging up the whole subject.

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Essay on How to Improve Our Education System

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

Let’s take a look…

100 Words Essay on How to Improve Our Education System

Identifying the issues.

Our education system has some flaws. It’s often focused on rote learning, not creativity. Also, it doesn’t cater to different learning styles.

Adopting a Holistic Approach

We should focus on holistic development, not just academics. This includes sports, arts, and social skills.

Personalized Learning

Every student learns differently. So, we should use technology to personalize education.

Teacher Training

Teachers need continuous training to stay updated. More resources should be allocated for this.

Parental Involvement

By addressing these issues, we can enhance our education system.

250 Words Essay on How to Improve Our Education System

Introduction.

Education is the cornerstone of societal progress. However, in the face of rapidly evolving global challenges, our education system must adapt and innovate. To improve our education system, we need to focus on three key areas: curriculum development, teaching methodologies, and assessment strategies.

Curriculum Development

Building a relevant curriculum is vital. It should not just be limited to textbook knowledge but also include real-world issues, critical thinking, and problem-solving skills. Incorporating technology and digital literacy into the curriculum is essential to prepare students for the digital age.

Teaching Methodologies

Traditional lecture-based teaching methods need to evolve. Active learning strategies such as project-based learning, flipped classrooms, and collaborative group work should be encouraged. These methods stimulate student engagement and foster a deeper understanding of the subject matter.

Assessment Strategies

Assessment should be more than just testing memory. Evaluations should measure a student’s understanding, creativity, and ability to apply knowledge. Formative assessments, which provide ongoing feedback, can help students identify their strengths and areas for improvement.

500 Words Essay on How to Improve Our Education System

Education is the cornerstone of society, providing the foundation for personal growth, social development, and economic prosperity. However, the current education system, predominantly based on rote learning and standardized tests, has been criticized for not adequately preparing students for the challenges of the 21st century. This essay explores how we can improve our education system to foster creativity, critical thinking, and lifelong learning.

Embracing Technology

Technology has revolutionized every sector, and education should be no exception. Integrating technology into the classroom can enhance learning by making it more interactive and engaging. For instance, digital platforms can offer personalized learning experiences tailored to each student’s pace and level of understanding. Moreover, virtual reality and augmented reality can provide immersive learning experiences, making abstract concepts more tangible.

Student-Centered Learning

Curriculum reform, assessment reform.

Assessment methods need to evolve beyond standardized tests, which often measure rote memorization rather than understanding. Alternative assessment methods like portfolios, presentations, and peer assessments can provide a more comprehensive picture of a student’s abilities. These methods not only assess knowledge but also skills like communication, collaboration, and creativity.

Teacher Training and Support

That’s it! I hope the essay helped you.

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Guest Essay

School Is for Everyone

By Anya Kamenetz

Ms. Kamenetz is a longtime education reporter and the author of “The Stolen Year: How Covid Changed Children’s Lives, and Where We Go Now,” from which this essay is adapted.

For the majority of human history, most people didn’t go to school. Formal education was a privilege for the Alexander the Greats of the world, who could hire Aristotles as private tutors.

Starting in the mid-19th century, the United States began to establish truly universal, compulsory education. It was a social compact: The state provides public schools that are free and open to all. And children, for most of their childhood, are required to receive an education. Today, nine out of 10 do so in public schools.

To an astonishing degree, one person, Horace Mann, the nation’s first state secretary of education, forged this reciprocal commitment. The Constitution doesn’t mention education. In Southern colonies, rich white children had tutors or were sent overseas to learn. Teaching enslaved people to read was outlawed. Those who learned did so by luck, in defiance or in secret.

But Mann came from Massachusetts, the birthplace of the “common school” in the 1600s, where schoolmasters were paid by taking up a collection from each group of households. Mann expanded on that tradition. He crossed the state on horseback to visit every schoolhouse, finding mostly neglected, drafty old wrecks. He championed schools as the crucible of democracy — his guiding principle, following Thomas Jefferson, was that citizens cannot sustain both ignorance and freedom.

An essential part of Mann’s vision was that public schools should be for everyone and that children of different class backgrounds should learn together. He pushed to draw wealthier students away from private schools, establish “normal schools” to train teachers (primarily women), have the state take over charitable schools and increase taxes to pay for it all.

He largely succeeded. By the early 20th century all states had free primary schools, underwritten by taxpayers, that students were required to attend.

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The Education Crisis: Being in School Is Not the Same as Learning

First grade students in Pakistan’s Balochistan Province are learning the alphabet through child-friendly flash cards. Their learning materials help educators teach through interactive and engaging activities and are provided free of charge through a student’s first learning backpack. © World Bank 

THE NAME OF THE DOG IS PUPPY. This seems like a simple sentence. But did you know that in Kenya, Tanzania, and Uganda, three out of four third grade students do not understand it? The world is facing a learning crisis . Worldwide, hundreds of millions of children reach young adulthood without even the most basic skills like calculating the correct change from a transaction, reading a doctor’s instructions, or understanding a bus schedule—let alone building a fulfilling career or educating their children. Education is at the center of building human capital. The latest World Bank research shows that the productivity of 56 percent of the world’s children will be less than half of what it could be if they enjoyed complete education and full health. For individuals, education raises self-esteem and furthers opportunities for employment and earnings. And for a country, it helps strengthen institutions within societies, drives long-term economic growth, reduces poverty, and spurs innovation.

One of the most interesting, large scale educational technology efforts is being led by EkStep , a philanthropic effort in India. EkStep created an open digital infrastructure which provides access to learning opportunities for 200 million children, as well as professional development opportunities for 12 million teachers and 4.5 million school leaders. Both teachers and children are accessing content which ranges from teaching materials, explanatory videos, interactive content, stories, practice worksheets, and formative assessments. By monitoring which content is used most frequently—and most beneficially—informed decisions can be made around future content.

In the Dominican Republic, a World Bank supported pilot study shows how adaptive technologies can generate great interest among 21st century students and present a path to supporting the learning and teaching of future generations. Yudeisy, a sixth grader participating in the study, says that what she likes doing the most during the day is watching videos and tutorials on her computer and cell phone. Taking childhood curiosity as a starting point, the study aimed to channel it towards math learning in a way that interests Yudeisy and her classmates.

Yudeisy, along with her classmates in a public elementary school in Santo Domingo, is part of a four-month pilot to reinforce mathematics using software that adapts to the math level of each student. © World Bank

Adaptive technology was used to evaluate students’ initial learning level to then walk them through math exercises in a dynamic, personalized way, based on artificial intelligence and what the student is ready to learn. After three months, students with the lowest initial performance achieved substantial improvements. This shows the potential of technology to increase learning outcomes, especially among students lagging behind their peers. In a field that is developing at dizzying speeds, innovative solutions to educational challenges are springing up everywhere. Our challenge is to make technology a driver of equity and inclusion and not a source of greater inequality of opportunity. We are working with partners worldwide to support the effective and appropriate use of educational technologies to strengthen learning.

When schools and educations systems are managed well, learning happens

Successful education reforms require good policy design, strong political commitment, and effective implementation capacity . Of course, this is extremely challenging. Many countries struggle to make efficient use of resources and very often increased education spending does not translate into more learning and improved human capital. Overcoming such challenges involves working at all levels of the system.

At the central level, ministries of education need to attract the best experts to design and implement evidence-based and country-specific programs. District or regional offices need the capacity and the tools to monitor learning and support schools. At the school level, principals need to be trained and prepared to manage and lead schools, from planning the use of resources to supervising and nurturing their teachers. However difficult, change is possible. Supported by the World Bank, public schools across Punjab in Pakistan have been part of major reforms over the past few years to address these challenges. Through improved school-level accountability by monitoring and limiting teacher and student absenteeism, and the introduction of a merit-based teacher recruitment system, where only the most talented and motivated teachers were selected, they were able to increase enrollment and retention of students and significantly improve the quality of education. "The government schools have become very good now, even better than private ones," said Mr. Ahmed, a local villager.

The World Bank, along with the Bill and Melinda Gates Foundation, and the UK’s Department for International Development, is developing the Global Education Policy Dashboard . This new initiative will provide governments with a system for monitoring how their education systems are functioning, from learning data to policy plans, so they are better able to make timely and evidence-based decisions.

Education reform: The long game is worth it

In fact, it will take a generation to realize the full benefits of high-quality teachers, the effective use of technology, improved management of education systems, and engaged and prepared learners. However, global experience shows us that countries that have rapidly accelerated development and prosperity all share the common characteristic of taking education seriously and investing appropriately. As we mark the first-ever International Day of Education on January 24, we must do all we can to equip our youth with the skills to keep learning, adapt to changing realities, and thrive in an increasingly competitive global economy and a rapidly changing world of work.

The schools of the future are being built today. These are schools where all teachers have the right competencies and motivation, where technology empowers them to deliver quality learning, and where all students learn fundamental skills, including socio-emotional, and digital skills. These schools are safe and affordable to everyone and are places where children and young people learn with joy, rigor, and purpose. Governments, teachers, parents, and the international community must do their homework to realize the promise of education for all students, in every village, in every city, and in every country. 

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Best Education Essays of 2021: Our 15 Most Discussed Columns About Schools, COVID Slide, Learning Recovery & More

A full calendar year of education under COVID-19 and its variants gave rise to a wave of memorable essays in 2021, focusing both on the ongoing damage done and how to mitigate learning loss going forward.

While consensus emerged around several key themes — the need for extensive, in-depth tutoring, the possibilities presented by unprecedented millions in federal relief dollars for schools, the opportunity for education reimagined — there was far less agreement on whether to remediate or accelerate, which health and safety measures schools should employ, even how dire the shortage of teachers and school staff really is. 

From grade-level standards and hygiene theater to lessons from the Spanish flu and homeschooling, here are the 15 most read and buzzed-about essays of 2021:

Analysis: Focus on Grade-Level Standards or Meet Students Where They Are? How an Unintentional Experiment Guided a Strategy for Addressing Learning Loss

Learning Recovery: What’s the best way to support learning recovery in middle-grade math? Should schools stay focused on grade-level standards while trying to address critical learning gaps as best as they can? Or should they systematically address individual students’ unfinished learning from prior years so they can ultimately catch back up — even if that means spending meaningful time teaching below-grade skills? As educators and administrators wrestle with those questions as they prepare to return to school in the fall, contributor Joel Rose offers some guidance inadvertently found in a study of Teach to One , an innovative learning model operated by New Classrooms Innovation Partners, the nonprofit where he is co-founder and CEO. That research found performance in schools with accountability systems that focused on grade-level proficiency (and thus prioritized grade-level exposure) grew 7 percentile points, while those that operated under systems that rewarded student growth (and thus prioritized individual student needs) grew 38 points. While the study was never intended to compare results across schools in this way, the stark difference between the two groups could not be ignored. Math is cumulative, and the path to proficiency often requires addressing unfinished learning from prior years. For the middle grades, administrators and policymakers would be wise to question the grade-level-only gospel as they begin to plan students’ educational recovery. Read the full analysis . 

Lessons from Spanish Flu — Babies Born in 1919 Had Worse Educational, Life Outcomes Than Those Born Just Before or After. Could That Happen With COVID-19?

History: Contributor Chad Aldeman has some bad news: The effects of COVID-19 are likely to linger for decades. And if the Spanish Flu is any indication, babies born during the pandemic may suffer some devastating consequences . Compared with children born just before or after, babies born during the flu pandemic in 1919 were less likely to finish high school, earned less money and were more likely to depend on welfare assistance and serve time in jail. The harmful effects were twice as large for nonwhite children. It may take a few years to see whether similar educational and economic effects from COVID-19 start to materialize, but these are ominous findings suggesting that hidden economic factors may influence a child’s life in ways that aren’t obvious in the moment. Hopefully, they will give policymakers more reasons to speed economic recovery efforts and make sure they deliver benefits to families and children who are going to need them the most. Read the full essay .

Pittman & Darling-Hammond: Surveys Find Parents Want Bold Changes in Schools — With More Learning Inside and Outside the Classroom

Future of Education: Whatever they thought of their schools before the pandemic struck, parents now have strong opinions about what they want them to provide. They are looking beyond fall reopenings to rethink schooling, and they care about having good choices for interest-driven learning opportunities beyond the classroom . Two national parent surveys released in May shed new light on how to think about the often-used phrase “more and better learning.” Among the key findings, write contributors Karen Pittman and Linda Darling-Hammond: Parents want bold changes in schools, to make public education more equitable and learner-centered. But they also believe that home, school and extracurriculars play complementary roles in imparting the broad set of skills children need for their future success. This means educators and policymakers must support learning that extends beyond the school day, the school walls, the school staff and the traditional school approaches. Read the full essay .

High-Quality, High-Dosage Tutoring Can Reduce Learning Loss. A Blueprint for How Washington, States & Districts Can Make It Happen

Personalized Learning: There is near-unanimous, bipartisan agreement that tutoring is among the most promising, evidence-based strategies to help students struggling with learning loss . Decades of rigorous evaluations have consistently found that tutoring programs yield large, positive effects on math and reading achievement, and can even lead to greater social and motivational outcomes. It isn’t just the research community buzzing about tutoring — it is gaining momentum in policy circles, too. Which means there is a real opportunity — and responsibility — to design and deliver tutoring programs in a way that aligns with the research evidence, which is fortunately beginning to tell us more than just “tutoring works.” Contributors Sara Kerr and Kate Tromble of Results for America lay out a blueprint for how Washington, states and local school districts can make high-quality, high-dosage tutoring happen .

COVID-19 Raised Fears of Teacher Shortages. But the Situation Varies from State to State, School to School & Subject to Subject

Teacher Pipeline: Is the U.S. facing a major teacher shortage? Relatively low pay, a booming private sector and adverse working conditions in schools are all important elements in whether teaching is becoming an undesirable profession. But, writes contributor Dan Goldhaber, the factors that lead to attrition are diverse, so treating teachers as a monolith doesn’t help in crafting solutions to the real staffing challenges that some schools face. There is no national teacher labor market per se, because each state adopts its own rules for pay, licensure, tenure, pension and training requirements. And nationally, tens of thousands more people are prepared to teach than there are available positions. But while some schools have applicants lined up when an opening becomes available, others, typically those serving economically disadvantaged students, draw far fewer candidates. And schools tend to struggle to find teachers with special education or STEM training. The pandemic certainly raises concerns about teacher shortages; what is needed is a more nuanced conversation about teacher staffing to come up with more effective solutions to real problems. Read the full essay .

Clash of Cultures, Clash of Privilege — What Happened When 30 Low-Income Students of Color Were Admitted to Elite Prep Schools

Analysis: Programs like Prep for Prep and A Better Chance have long been regarded as groundbreaking solutions to the lack of diversity in the nation’s most elite prep schools. Teens who join these types of programs undergo a transfer of privilege that starts with their education and bleeds into every facet of their lives, forever altering their trajectory with opportunities that otherwise would likely be unattainable. But what assumptions do these programs subscribe to? And what lessons can be found in the experiences of the participants? In her Harvard senior thesis, contributor Jessica Herrera Chaidez followed 30 participants in a program that grants select socioeconomically disadvantaged students of color in the Los Angeles area the opportunity to attend famed independent schools. She found that the experiences of these students can be understood in various forms of twoness associated with this transfer of privilege, an internal struggle that begins with their introduction to the world of elite education and will come to mark them for their entire lives in a way that they aren’t even able to comprehend yet. Read more about her findings, and what some of these students had to say .

Steiner & Wilson: Some Tough Questions, and Some Answers, About Fighting COVID Slide While Accelerating Student Learning

Case Study: How prepared are district leaders, principals and teachers as they work to increase learning readiness for on-grade work this fall? That’s the question posed by contributors David Steiner and Barbara Wilson in a case study examining how a large urban district sought to adapt materials it was already using to implement an acceleration strategy for early elementary foundational skills in reading . Among the insights to be drawn: First, planning is critical. Leaders need to set out precisely how many minutes of instruction will be provided, the exact learning goals and the specific materials; identify all those involved (tutors, specialists, and teachers); and give them access to shared professional development on the chosen acceleration strategies. Second, this requires a sea change from business as usual, where teachers attempt to impart skill-based standards using an eclectic rather than a coherent curriculum. It is not possible to accelerate children with fragmented content. All efforts to prepare students for grade-level instruction must rest on fierce agreement about the shared curriculum to be taught in classrooms. What we teach is the anchor that holds everything else in place. Read the full essay .

Schools Are Facing a Surge of Failing Grades During the Pandemic — and Traditional Approaches Like Credit Recovery Will Not Be Enough to Manage It

Student Supports: Earlier this year, failing grades were on the rise across the country — especially for students who are learning online — and the trend threatened to exacerbate existing educational inequities. The rise in failing grades appears to be most pronounced among students from low-income households, multilingual students and students learning virtually . This could have lasting consequences: Students with failing grades tend to have less access to advanced courses in high school, and a failing grade in even one ninth-grade course can lower a student’s chances of graduating on time. Addressing the problem, though, won’t be easy. In many school systems, the rash of failed courses could overwhelm traditional approaches to helping students make up coursework they may have missed. In a new analysis, Betheny Gross, associate director of the Center on Reinventing Public Education, implored school and district leaders to be especially wary of one long-established but questionable practice: credit recovery. Read more about her warning — as well as her recommendations for how districts should seek to reverse this learning loss .

Riccards: The 1776 Report Is a Political Document, Not a Curriculum. But It Has Something to Teach Us

Analysis: The 1776 Report was never intended to stand as curriculum, nor was it designed to be translated into a curriculum as the 1619 Project was. It is a political document offered by political voices. But, writes contributor Patrick Riccards, dismissing it would be a mistake, because it provides an important lesson . The American record, whether it be measured starting in 1619 or 1776, is hopeful and ugly, inspiring and debilitating, a shining beacon and an unshakable dark cloud. American history is messy and contradictory; how we teach it, even more so. For years, we have heard how important it is to increase investment in civics education. But from #BlackLivesMatter to 2020 electioneering to even the assault on the U.S. Capitol, the basics of civics have been on display in our streets and corridors of power. What we lack is the collective historical knowledge necessary to translate civic education into meaningful, positive community change. The 1776 Report identifies beliefs espoused by our Founding Fathers and many Confederates and reflected by those who attacked the Capitol on Jan. 6. They are a part of our history that we must study, understand, contextualize and deconstruct. The 1776 Report becomes the proper close to the social studies lessons of the past four years. As the next chapter of American history is written, it is imperative to apply those lessons to significantly improve the teaching and learning of American history. Our nation’s future depends on better understanding our past .

There’s Lots of Education Data Out There — and It Can Be Misleading. Here Are 6 Questions to Ask

Student Data: Data is critical to addressing inequities in education. However, it is often misused, interpreted to fit a particular agenda or misread in ways that perpetuate an inaccurate story . Data that’s not broken down properly can hide gaps between different groups of students. Facts out of context can lead to superficial conclusions or deceptive narratives. In this essay, contributor Krista Kaput presents six questions that she asks herself when consuming data — and that you should, too .

Educators’ View: Principals Know Best What Their Schools Need. They Should Have a Central Role in Deciding How Relief Funds Are Spent

School Funding: The American Rescue Plan represents a once-in-a-generation federal commitment to K-12 schools across the country. The impact will be felt immediately: The $122 billion in direct funding will support safe school reopenings, help ensure that schools already providing in-person instruction can safely stay open and aid students in recovering from academic and mental health challenges induced and exacerbated by the pandemic. How these funds are distributed will shape the educational prospects of millions of students, affecting the country for decades to come. As they make rescue plan funding decisions, write contributors L. Earl Franks of the National Association of Elementary School Principals and Ronn Nozoe of the National Association of Secondary School Principals, states and districts should meaningfully engage and empower school principals throughout all phases of implementation. Principals, as leaders of their school buildings and staff, have unequaled insights into their individual schools’ needs and know which resources are required most urgently. Read the authors’ four recommendations for leveraging this expertise .

Case Studies: How 11 States Are Using Emergency Federal Funds to Make Improvements in College and Career Access That Will Endure Beyond the Pandemic

COVID Relief: The Governor’s Emergency Education Relief Fund gave states more than $4 billion in discretionary federal dollars to support K-12 schools, higher education and workforce initiatives. These were welcome resources, coming just as the pandemic accelerated unemployment and exacerbated declining college enrollment, hitting those from low-income backgrounds hardest. But as contributors Betheny Gross, Georgia Heyward and Matt Robinson note, most states have invested overwhelmingly in one-time college scholarships or short-term supports that will end once funds run out. In hopes of encouraging policymakers across the country to make more sustainable investments with the remaining relief funds, the trio spotlights efforts in 11 states that show promise in enduring beyond COVID-19. Read our full case study . 

In Thousands of Districts, 4-Day School Weeks Are Robbing Students of Learning Time for What Amounts to Hygiene Theater

School Safety: Last April, the Centers for Disease Control and Prevention made clear that having good ventilation and wearing masks consistently are far more effective at preventing the spread of COVID-19 than disinfecting surfaces. This clarification was long overdue, say contributors Robin Lake and Georgia Heyward of the Center on Reinventing Public Education, as scientists had long suspected that deep cleaning and temperature checks are more hygiene theater than a strategy for limiting the spread of an airborne virus. Thousands of school districts, however, had already built complex fall reopening plans with a full day for at-home learning. The result was a modified four-day week with students receiving significantly reduced live instruction. Eliminating a full day of in-person teaching was always a high-cost strategy from an education standpoint; now there is confirmation that it was totally unnecessary. Lake and Heyward argue that we cannot afford to throw away an entire day of learning and student support based on a false scientific premise .

Teacher’s View: How the Science of Reading Helped Me Make the Most of Limited Time With My Students & Adapt Lessons to Meet Their Needs

First Person: March 12, 2020, was contributor Jessica Pasik’s last typical day in the classroom before COVID-19 changed everything. When her district closed, she assumed, as did many, that it was a temporary precaution. But with each passing week, she worried that the growth in reading she and her first-graders had worked so hard for would fade away . Many pre-pandemic instructional approaches to teaching reading were already failing students and teachers, and the stress of COVID-19 has only exacerbated these challenges. When Pasik’s district reopened for in-person classes in the fall, they were faced with difficult decisions about how to best deliver instruction. One factor that helped streamline this transition was a grounding in the science of reading. Having extensive knowledge of what they needed to teach allowed educators to focus on how they would teach, make the most of the limited instructional time they had with students and adapt lessons to meet their needs. There are multiple factors that teachers cannot control; one person alone cannot make the systematic changes needed for all children to reach proficiency in literacy. But one knowledgeable teacher can forever change the trajectory of a student’s life. Students will face many challenges once they leave the classroom, but low literacy does not need to be one of them. Read her full essay .

Homeschooling Is on the Rise. What Should That Teach Education Leaders About Families’ Preferences?

Disenrollment: With school closures, student quarantines and tensions over mask requirements, vaccine mandates and culture war issues, families’ lives have been upended in ways few could have imagined 18 months ago. That schools have struggled to adapt is understandable, writes contributor Alex Spurrier. But for millions of families, their willingness to tolerate institutional sclerosis in their children’s education is wearing thin. Over the past 18 months, the rate of families moving their children to a new school increased by about 50 percent , and some 1.2 million switched to homeschooling last academic year. Instead of working to get schools back to a pre-pandemic normal, Spurrier says, education leaders should look at addressing the needs of underserved kids and families — and the best way to understand where schools are falling short is to look at how families are voting with their feet. If options like homeschooling, pods and microschools retain some of their pandemic enrollment gains, it could have ripple effects on funding that resonate throughout the K-12 landscape. Read the full essay .

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Different Ways to Think About COVID, Schools & Repairing Students’ Lost Learning

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Indian Education System Essay

Indian education system has changed over the time. A major change in our education system came with the colonization of the country by the Britishers. It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages – lower primary, upper primary, high school and higher secondary.

Students follow a fixed curriculum up to 10 th standard; though, in higher secondary they get to choose from various streams i.e. science, commerce, etc. Apart from certain textual changes and over time rectifications, nothing much has changed in Indian Education system. The need to reform and restructure our education system has been felt many time. However, no concrete steps have yet been taken in this direction.

Long and Short Essays on Indian Education System in English

Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam.

After going through this Indian Education System Essay you will be well versed with the Indian Education system and its shortcomings.

Also, you would be able to assess it and make suggestions for its improvement.

These Essays will help you in your school essay writing competition and also in several debate competitions.

Short Essay on Indian Education System – Essay 1 (200 words)

Indian education system is quite different from that of the foreign nations. The curriculum in the western countries is known to be quite light and based on practical knowledge whereas in India the focus is on theoretical knowledge and acquiring marks by hook or crook.

Students are expected to mug up chapter after chapter and fetch good grades in the class. The marking system in the Indian schools begins from the primary classes thereby burdening little kids. The competition is growing by the day. Parents want their children to outperform their peers and teachers want their class to do better than the other classes.

They are so blinded by the urge of staying ahead of the competition that they do not realize that they are pushing the children in the wrong direction. At an age when the students should be given the chance to explore their interests and hone their creative side, they are pressurized to follow a set curriculum and slog day and night to get good marks.

Instead of making the students understand various concepts of mathematics, physics and other subjects so that they can use them at different stages in their life, the focus is on blindly learning the chapters whether or not the concepts are understood just so that one can get good marks. So, the very basis of the Indian education system is inappropriate.

Essay on Indian Education System Needs Serious Reforms – Essay 2 (300 words)

Introduction

Indian education system is said to be old and mundane. In the times, when the organizations are looking for creative and enthusiastic individuals, the Indian schools train the young minds, to follow a set curriculum and behave as they are told for almost fifteen years of their lives. There is no freedom to provide suggestions or share ideas. There is a serious need to reform the Indian education system which in turn helps in developing smarter individuals.

Need to Think Out of the Box

There is a dire need to think out of the box if we want to make new inventions, bring positive changes in the society and prosper at a personal level. However, unfortunately our schools train us otherwise. They tie us to a set study schedule and keep us so busy with completing the assignments and learning theoretical lessons that there is no room left for creativity.

The Indian education system must be changed to make way for creative thinking. Schools must focus on activities that challenge the student’s mind, hone their analytical skills and invoke their creative thinking ability. This will help them perform better in different fields as they grow up.

Need for All Round Development

The primary focus of the Indian education system is on academics. Here also the focus is not on understanding the concept and enhancing knowledge but only on mugging up the lessons with or without understanding them with the sole aim of attaining good marks. Even though some schools have extra-curricular activities, there is hardly one class per week for these activities.

Education in the Indian schools has just been reduced to gaining theoretical knowledge which is not enough to raise an intelligent and responsible individual. The system must be changed to ensure the all round development of the students.

The people in power must understand that the Indian education system requires serious reforms. The system must change to develop students spiritually, morally, physically as well as mentally.

Essay on Indian Education System and Its Development – Essay 3 (400 words)

Indian Education System has seen quite a few changes ever since its inception. It has changed with the changing times and with the changes in the society. However, whether these changes and developments are for good or not is still a question.

The Gurukul

The Indian education system dates back several centuries. From the ancient times, children are being sent to the teachers to learn lessons on different subjects and to add value to their lives and make them skilled to live a self dependent life. During the ancient times, the gurukuls were set up in various parts of the country.

Children went to gurukuls to seek education. They stayed with their guru (teacher) in their ashram until they completed their education. The students were taught various skills, given lessons in different subjects and were even involved in doing the household chores to ensure their all round development.

British Brought About Changes in the Indian Education System

As the Britishers colonized India, the Gurukul system began to fade away as the Britishers set up schools that followed a different education system. The subjects taught in these schools were quite different from that taught in the gurukuls and so was the way the study sessions were conducted.

There was a sudden change in the entire education system of India. The focus shifted from the all round development of the students to the academic performance. This was not a very good change. However, one thing that changed for good during this time was that girls also began to seek education and were enrolled in schools.

Introduction of Educomp Smart Classes

The education system introduced by the British is still prevalent in India. However, with the advancement in technology many schools have adopted to newer means to impart education to the students. Educomp smart classes have been introduced in the schools. These classes have brought about a positive change. Unlike the earlier times when the students only learned from the books, they now get to see their lessons on a big wide screen installed in their class rooms. This makes the learning experience interesting and helps the students grasp better.

In addition to it, many extra-curricular activities are also being introduced by the schools for the all round development of the students. However, the marking system still remains as stringent and the students have to focus largely on their academics.

So, there has been a major shift in the Indian education system since the ancient times. However, we require further reforms in the system for the proper development of the students.

Essay on Education System in India is Good or Bad – Essay 4 (500 words)

The Indian education system is said to be largely flawed. It does more harm than good to the young minds. However, some people may argue that it gives a good platform to the students as it challenges their mind and focuses on increasing their grasping power. The debate on whether the Indian education system is good or bad is ongoing.

The Good and Bad of the Indian Education System

While the people in power discuss the good and the bad in the Indian education system and whether there is a need to bring in reforms or not, here is a look at the pros and cons of the same.

Cons of Indian Education System

Indian education system has many cons. Here is a look at some of the main cons in the system:

• Lack of Practical Knowledge

Focus of the Indian education system is on the theoretical part. Teachers read out from the book during the classes and explain the concepts verbally. Students are expected to understand even the intricate concepts theoretically. The need to impart practical knowledge is not felt even though it is highly essential.

• Focus on Grades

The focus of the Indian schools is on mugging up the chapters to get good grades. Teachers do not bother if the students have understood the concept or not, all they look at is the marks they have obtained.

• No Significance to All Round Development

The focus is only on studies. No effort is made to build a student’s character or his physical health. The schools do not contribute in the all round development of their students.

• Over Burdening

The students are over burdened with studies. They study for long hours in the school and are given a pile of home work to complete at home. In addition to it, the regular class tests, first term examination, weekly examination and mid-term examination puts a lot of pressure on the young minds.

Pros of Indian Education System

Here are some of the pros of the Indian education system:

• Provides Knowledge on Different Subjects

The Indian education system includes a vast curriculum and imparts knowledge on various subjects including maths, environmental science, moral science, social science, English, Hindi and computer science to name a few. All these subjects form a part of the curriculum from the primary classes itself. So, the students gain knowledge about different subjects from an early age.

• Inculcates Discipline

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they are punished. This is a good way to inculcate discipline in the students.

• Increases Grasping Power

Owing to the marking and ranking system in the Indian schools, the students are required to learn their lessons thoroughly. They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has been criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation.

Long Essay on Indian Education System – Essay 5 (600 words)

Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there been any significant change in the way the education is imparted.

Problems with Indian Education System

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students is judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They are not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

Another problem is that the focus is only on theory. No importance is given to practical learning. Our education system encourages the students to become bookworms and does not prepare them for handling the real problems and challenges of life.

Academics are given so much importance that the need to involve the students in sports and art activities is overlooked. Students are also overburdened with studies. Regular exams are held and students are scrutinized at every step. This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.

Ways to Improve Indian Education System

Many ideas and suggestions have been shared to improve the Indian education system. Some of the ways to change our education system for good include:

• Focus on Skill Development

It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must be enhanced. In order to do so they must be involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

• Impart Practical Knowledge

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge. This needs to be changed. Students must be imparted practical knowledge for better understanding and application.

• Revise the Curriculum

The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning. Similarly, there should be classes on developing good communication skills as it is the need of the hour.

• Hire Better Teaching Staff

In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they are not highly skilled and experienced. This approach must be changed. Good teaching staff must be hired in order to nurture the young minds well.

• Look Beyond Academics

The education system of our country must look beyond academics. Sports, arts and other activities must also be given importance to ensure the all round development of students.

While the need to change the Indian education system has been emphasized several times nothing much has been done in this regard. It is the time to understand the importance of changing this old system for the better future of the children as well as the country as a whole.

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https://educationhub.blog.gov.uk/2024/04/26/when-are-year-6-sats-2024-key-dates-for-parents-and-pupils/

When are year 6 SATs 2024? Key dates for parents and pupils

Year 6 pupils in England will soon be taking the key stage 2 (KS2) national curriculum tests, which are often referred to as SATs.  

The assessments are used to measure school performance and to make sure individual pupils are being supported in the best way possible as they move into secondary school .   

When are SATs?  

This year, SATs will take place over four days from 13 May to 16 May 2024.

The timetable is as follows:

What are the tests on?   

While pupils won’t be able to see what’s on the test beforehand, t he assessments only include questions on things that children should already have been taught as part of the national curriculum.  

You can find past papers on GOV.UK .  

As usual, there won’t be a test for English writing or science. Instead, this will be reported as a teacher assessment judgement.  

This is a judgement teachers will make based on your child’s work at the end of KS2.   

Does my child need to revise for SATs?  

Children shouldn’t be made to feel any unnecessary pressure when it comes to the KS2 assessments and t eachers will make sure that all pupils in their class are prepared.  

You should follow their general advice about supporting your child’s education throughout the year and ahead of the tests.  

While it is statutory for schools to hold the assessments, headteachers make the final decision about whether a pupil participates in them.   

Some pupils – for example those with special education needs or disabilities – may be assessed under different arrangements if these are more appropriate.   

If you have concerns about your child participating in the KS2 tests, you should speak to your school in the first instance.  

What if my child finds the SATs tests too difficult?  

It’s important to remember that one of the purposes of the key stage 2 assessments is to identify each pupil's strengths and the areas where they may have fallen behind in their learning as they head into secondary school.   

The results will help their new school determine in which areas your child needs the most support.   

The tests are designed to be challenging to measure attainment, including stretching the most able children. It means some pupils will find them harder than others.    

It takes three years to create appropriate tests. During the process, they’re rigorously trialled with year 6 pupils and reviewed by education and inclusion experts to make sure they’re the right difficulty level.   

The Standards and Testing Agency (STA) is responsible for developing the tests, and Ministers don't have any influence on their content.   

When will we find out the results of SATs?  

Schools will receive test results on Tuesday 9 July 2024.  

Before the end of the summer term, your child’s school will send you a report which will include test results and teacher assessment judgements.  

This should provide you with a good sense of the standard at which your child is working in each subject.  

The school will report your child’s test results as a scaled score for each subject. This is created from the number of marks your child scores in a particular test. A scaled score:  

• below 100 means that your child may need more support to help them reach the expected standard;  
• of 100 or more means that your child is working at, or above, the expected standard for the key stage.  

If your child is working below the overall standard of the key stage, or they have special educational needs, reporting will be different, and you should speak to your child’s teacher for more information.  

You can also find more information about  results at the end of key stage 2  on GOV.UK.  

You may also be interested in:

• How we are helping to inspire primary school children about their future careers
• What is the multiplication tables check and why is it important?
• SATs leaflet for parents

Tags: KS2 , primary school , SATs , SATs 2023 , SATs results , Secondary School

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The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

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Members of the public should call our general enquiries line on 0370 000 2288.

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