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Essay on Knowledge is Power: Samples in 100, 200, 300 Words

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  • Updated on  
  • Dec 15, 2023

Essay on knowldege is power

‘ Knowledge is power’ phrase is derived from a Latin term, which is attributed to Sir Francis Bacon, a well-known essayist of all times. Knowledge is power has been accepted widely and timelessly as it underscores the significance of knowledge in empowering people, societies and countries . 

Benjamin Franklin once said, ‘An investment in knowledge pays the best interest.’ Knowledge not only improves a person’s understanding of the world but also teaches them life lessons to develop decision-making skills and contribute to the betterment of society. Below we have discussed some essays on knowledge is power in different word limits.

This Blog Includes:

Essay on knowledge is power in 100 words, essay on knowledge is power in 200 words, essay on knowledge is power in 300 words.

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Also Read: Essay on Diwali

‘Knowledge is power’ is a timeless truth. A person with knowledge can empower himself to make informed decisions, enhance personal growth and contribute to the development of society. Knowledge equips us with effective tools to navigate the challenges of life and achieve our goals in real-time. The pursuit of knowledge is education. A person who is educated and has the right knowledge will find success in life. 

The world we live in is driven by knowledge-based education and innovations. From agriculture to healthcare, every activity and field requires you to have proper knowledge and understanding of it. Whether it is at the individual level or global level, people who prioritize education and knowledge enjoy economic prosperity and influence.

Also Read – Essay on Yoga

Knowledge is so powerful that it can reshape the entire world or destroy it, depending on the purpose for which it is used. The phrase, ‘Knowledge is Power’ was given by Sir Francis Bacon. With knowledge, one can have a profound impact on their life and the people surrounding it.

Knowledge emperors a person in various ways, from personal growth to changes at the global level. With knowledge, we gain new skills, insights and perspectives about a particular subject. This equips us to excel in our chosen field, pursue all our aspirations and fulfil our dream life.

A person with the right knowledge can make informed decisions. If you are someone who possesses broad knowledge about different subjects, it will be very easy for you to critically analyze any situation, weigh options and make choices that best suit your plans. This not only leads to better personal outcomes but also fosters a sense of autonomy and self-determination. Knowledge is considered as the driving force behind progress. Scientific discoveries, technological innovations, cultural evolution and social developments are all fueled by accumulated knowledge. A very classic example of this is the history of human civilization. We must use knowledge knowledge ethically and ensure its equitable distribution or access.

Also Read – Essay on Unity in Diversity

Knowledge is deemed as the most powerful tool a human possesses. It is the cornerstone of power in our modern society. The universally acknowledged phrase ‘Knowledge is power’ highlights the profound impact knowledge has on individuals and society, and both.

The first thing to know about knowledge is that it is the key to personal development and empowerment. When a person acquires knowledge, they open doors to personal growth and development. Depending on the person’s expertise and field, this empowerment can come in various forms. I person with the right knowledge often finds himself confident, adaptable, and capable of overcoming obstacles in life.

Moreover, knowledge equips you to make informed decisions. We are living in a world which is driven by information. A person who is well-equipped with knowledge about his or her specific field can critically assess a situation, evaluate the options and make choices that best suit their individual needs and values. This not only enhances their personal lives but also fosters a sense of agency and self-determination.

Knowledge is the driving force behind progress, development and innovation. From the time of industrialization to the invention of the internet, knowledge has been the deciding factor for transformative change, improving the quality of life for countless individuals. 

The importance of knowledge is not only limited to individual benefits of scientific discoveries. It also plays a critical role in a country’s governance. It allows you to make informed political decisions, and actively participate in the democratic process. In this way, knowledge serves as a safeguard against tyranny and injustice.

At last, the phrase ‘knowledge is power’ remains a timeless truth that highlights the profound impact of knowledge on a person’s development and societal changes. With this power comes the responsibility to use knowledge ethically and ensure equal access for all, as knowledge remains a vital path to personal and collective empowerment in our ever-changing world.

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The phrase ‘knowledge itself is power’ denotes the meaning that knowing empowers your understanding of the world so that you can make informed decisions for yourself and others. In this way, knowledge is equal to power, as it can help in shaping the future of an individual to an entire country.

Knowledge is considered as an accumulation of information, skills facts and understanding acquired through deep learning, experience and observation. It represents a deep and organised awareness of the world around us, encompassing various fields of knowledge, such as culture, science and technology, history and practical know-how. Knowledge empowers individuals by providing the tools to make informed decisions, solve problems, and navigate life’s complexities. It serves as a foundation for personal growth, innovation, and societal progress, shaping our perceptions and actions. 

A person can improve their knowledge by reading informative articles, newspapers and books, enrolling in courses related to their field of study, attending workshops and seminars, engaging in discussions, etc.

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Essays About Knowledge: 5 Examples and 7 Prompts

Discover our guide with example essays about knowledge and helpful writing prompts to inspire you and assist with your next piece of writing.

Knowledge refers to information, facts, and skills acquired through education, life experience, and others. It’s critical in achieving power, wisdom, and respect as it lets us be conscious of our surroundings. Our knowledge sets us apart from others as we apply it to every aspect of our lives, such as problem-solving and skill development.

Since knowledge is a broad topic, it’s used in various writings, such as academic and personal essays . Before writing, ensure you understand the subject, know the proper format, and have the main points ready to add to your piece.

5 Essay Examples

1. long essay on knowledge by prasanna, 2. knowledge is power essay for students and children by anonymous on, 3. importance of historical knowledge by kristopher fitzgerald, 4. knowledge is power – essay by kirti daga, 5. knowledge is a lifelong process and leads to inventions by ankita yadav, 1. what is knowledge, 2. the true meaning of knowledge is power, 3. the value of knowledge, 4. how to boost knowledge, 5. knowledge vs. wealth, 6. the effect of insufficient knowledge, 7. how does knowledge help me in my everyday life.

“If there is no knowledge or not acquiring knowledge, such a person is merely existing or surviving and not living. Because to live a life, we are bound to make decisions. An appropriate decision can be made if we have the proper knowledge to analyze the problem and decide it.”

Prasanna defines knowledge as a weapon, shield, and the key to life. It’s something that sustains our existence. She deems that apart from books, one can learn from other people, nature, and even things we think are too trivial to matter. Prasanna includes a quote from Alexander Pope to discuss the importance of having extensive knowledge.

She suggests that it’s essential to apply knowledge to enjoy all of its perks. But ultimately, Prasanna believes that while knowledge is limitless, people should prioritize filling their brains with the information they can share with others. You might also be interested in these essays about leadership .

“… We can say that true knowledge help [a] person to bloom. Also, it keeps people away from fights and corruption. Besides, knowledge brings happiness and prosperity to the nation. Above all, knowledge opens the door of success for everyone.”

In this essay, the author refers to knowledge as something that can create and destroy life and balance on the planet. Although many are educated, only a few know the importance of knowledge. The writer further lists some benefits of knowledge, such as making impossible ideas possible, avoiding repeated mistakes, and realizing the difference between good and evil. Ultimately, the author believes that knowledge makes a person richer than billionaires because, unlike money, no one can steal knowledge.  

“Understanding our past is vitally important to the present and future of our civilization. We must find out to grow from our previous successes and errors. It is humanity to make errors, however the less we make, the stronger and smarter we end up being.”

Fitzgerald explains that understanding history is essential to learning from past mistakes. He points to the results of past failures recorded in books, such as death and damages. In addition, historical knowledge improves our lifestyle through modern technologies and efforts to restore the environment.

By studying the history of the world, people can understand the differences in customs and beliefs of different religions. This knowledge gives way to acceptance and appreciation, which are critical to avoiding conflicts originating from ignorant perceptions.

“Knowledge is power because it is intangible whereas money is tangible. An individual with knowledge is better than a fool with money because money cannot buy knowledge whereas knowledge can carve a part which will ultimately help in gaining loads and loads of money.”

In her essay, Daga provides two situations demonstrating how knowledge is more valuable than money. First, she states that wealth, skills, resources, and talent are useless if one doesn’t have the proper knowledge to use them. Meanwhile, even if you have few skills but are knowledgeable enough in a particular field, you have a higher chance of succeeding financially.

The essay also contains information about general knowledge vital to achieving life goals. It incorporates ways to gain knowledge, including reading books and newspapers, watching the latest news, and networking with people. 

“The whole life we learn and gain knowledge. Knowledge increases day by day. We work on the process of learning to gain more knowledge.”

Yadav relates knowledge to something that makes life beautiful. However, unlike an ordinary ornament, knowledge isn’t easily acquired. Knowledge is a lifelong process that people get from experiences, media, books, and others. It has many benefits, such as creating new inventions that improve society and the country. Yadav concludes her essay by saying that knowledge is a valuable asset. It assists people in achieving life goals and honing their moral values.

7 Prompts for Essays About Knowledge

Essays About Knowledge: What is knowledge?

There are many essays that define the word “knowledge”, you can use this prompt to explain the concept of knowledge in your own words. First, explain its textbook definition briefly, then analyze it using your own words and understanding. To conclude your piece, write about how you intend to use knowledge in your life. 

“Knowledge is power” is a famous quotation from Francis Bacon in his book Neues Organon. It’s a powerful quote that sparked various interpretations. For this prompt, you can compile meanings you see online or interview people on what they think the quote means. Then, compare it with the actual intention and origin of the citation.

Tip : Remember to add your analysis and ask the readers to create their interpretation to involve them in the discussion.

Continuous learning makes us better individuals and opens more opportunities for us. When we do what we can to collect knowledge from various media, we also feel a sense of accomplishment. For this prompt, list the reasons why you want to enrich your knowledge. Use this prompt to show the good and bad sides of cultivating knowledge by including what can happen if an individual applies their knowledge to do despicable things. 

You don’t need to follow a strict program or enroll in top universities to build your knowledge. In this essay, enumerate easy ways to enhance someone’s knowledge, such as having a healthy curiosity, being a reasonable observer and listener, and attending gatherings to socialize. Write down all the possible ways and tools someone needs to acquire more knowledge. Then, explain why it’s essential never to stop learning new things.

Essays About Knowledge: Knowledge vs. Wealth

At the start of your essay, ask your readers what they prefer: Extensive knowledge or ample wealth? Some will choose knowledge because money runs out quickly. They will argue that knowing how to handle cash will help secure and grow their finances. On the other hand, others will choose wealth and insist that they can hire people to manage their sizable assets. Share what your thoughts are on the question and answer it as well. You can look for surveys, interviews, and other research materials to gather data that can support your reasoning.

Identify the effects of having insufficient knowledge about a specific topic or in general terms. Add any negative results that can stem from this deficiency. Then, discuss why people need to get more knowledge today. For example, people automatically believe what they see on social media without fact-checking.

Tip : You can include steps the government and organizations should take to provide people with the correct information to avoid false claims.

For this essay topic, describe how knowledge assists you in your day-to-day life and enhances your experiences. Ensure to tackle how knowledge plays a part in your decision-making and your pathway in life.

For instance, you watched a documentary about greenhouse gasses and learned about light pollution. So, on bright mornings, you turn off all the lights in your house to decrease your bill and protect the environment .

If you want to use the latest grammar software for your paper, read our guide to using an AI grammar checker.

essay about knowledge and education

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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Home  /  News  /  Why Is Education Important? The Power Of An Educated Society

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Why Is Education Important? The Power Of An Educated Society

Looking for an answer to the question of why is education important? We address this query with a focus on how education can transform society through the way we interact with our environment. 

Whether you are a student, a parent, or someone who values educational attainment, you may be wondering how education can provide quality life to a society beyond the obvious answer of acquiring knowledge and economic growth. Continue reading as we discuss the importance of education not just for individuals but for society as a whole. 

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Harness the power of education to build a more sustainable modern society with a degree from  Unity Environmental University .

How Education Is Power: The Importance Of Education In Society

Why is education so important? Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” An educated society is better equipped to tackle the challenges that face modern America, including:

  • Climate change
  • Social justice
  • Economic inequality

Education is not just about learning to read and do math operations. Of course, gaining knowledge and practical skills is part of it, but education is also about values and critical thinking. It’s about finding our place in society in a meaningful way. 

Environmental Stewardship

A  study from 2022 found that people who belong to an environmental stewardship organization, such as the Leave No Trace Center for Outdoor Ethics, are likely to have a higher education level than those who do not. This suggests that quality education can foster a sense of responsibility towards the environment.

With the effects of climate change becoming increasingly alarming, this particular importance of education is vital to the health, safety, and longevity of our society. Higher learning institutions can further encourage environmental stewardship by adopting a  framework of sustainability science .

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The Economic Benefits Of Education

Higher education can lead to better job opportunities and higher income. On average, a  person with a bachelor’s degree will make $765,000 more  in their lifetime than someone with no degree. Even with the rising costs of tuition, investment in higher education pays off in the long run. In 2020, the return on investment (ROI) for a college degree was estimated to be  13.5% to 35.9% . 

Green jobs  like environmental science technicians and solar panel installers  have high demand projections for the next decade. Therefore, degrees that will prepare you for one of these careers will likely yield a high ROI. And, many of these jobs only require an  associate’s degree or certificate , which means lower overall education costs. 

Unity  helps students maximize their ROI with real-world experience in the field as an integral part of every degree program. 

10 Reasons Why School Is Important

Education is not just an individual pursuit but also a societal one.  In compiling these reasons, we focused on the question, “How does education benefit society?” Overall, higher education has the power to transform:

  • Individuals’ sense of self
  • Interpersonal relationships
  • Social communities
  • Professional communities

Cognitive Development

Neuroscience research  has proven that the brain is a muscle that can retain its neuroplasticity throughout life. However, like other muscles, it must receive continual exercise to remain strong. Higher education allows people of any age to improve their higher-level cognitive abilities like problem-solving and decision-making. This can make many parts of life feel more manageable and help society run smoothly. 

Emotional Intelligence

Emotional intelligence is key to workplace success.  Studies  show that people with emotional intelligence exhibit more:

  • Self-awareness
  • Willingness to try new things
  • Innovative thinking
  • Active listening
  • Collaboration skills
  • Problem-solving abilities

By attending higher education institutions that value these soft skills, students can improve their emotional intelligence as part of their career development in college.

Technological Literacy

Many careers in today’s job market use advanced technology. To prepare for these jobs, young people likely won’t have access to these technologies to practice on their own. That’s part of why so many STEM career paths require degrees. It’s essential to gain technical knowledge and skills through a certified program to safely use certain technologies. And, educated scientists are  more likely to make new technological discoveries .

Cultural Awareness

Education exposes individuals to different cultures and perspectives. Being around people who are different has the powerful ability to foster acceptance. Acceptance benefits society as a whole. It increases innovation and empathy. 

College also gives students an opportunity to practice feeling comfortable in situations where there are people of different races, genders, sexualities, and abilities. Students can gain an understanding of how to act respectfully among different types of people, which is an important skill for the workplace. This will only become more vital as our world continues to become more globalized.

Ethical and Moral Development

Another reason why school is important is that it promotes ethical and moral development. Many schools require students to take an ethics course in their general education curriculum. However, schools can also encourage character development throughout their programs by using effective pedagogical strategies including:

  • Class debates and discussions
  • Historical case studies
  • Group projects

Unity’s distance learning programs  include an ethical decision-making class in our core curriculum. 

Communication Skills

Effective written and verbal communication skills are key for personal and professional success. Higher education programs usually include at least one communication course in their general education requirements. Often the focus in these classes is on writing skills, but students can also use college as an opportunity to hone their presentation and public speaking skills. Courses such as  Multimedia Communication for Environmental Professionals  provide many opportunities for this. 

Civic Engagement

According to a  Gallup survey , people with higher education degrees are:

  • More likely to participate in civic activities such as voting and volunteering
  • Less likely to commit crimes
  • More likely to get involved in their local communities

All these individual acts add up to make a big difference in society. An educated electorate is less likely to be swayed by unethical politicians and, instead, make choices that benefit themselves and their community. Because they are more involved, they are also more likely to hold elected officials accountable.

Financial Stability

The right degree can significantly expand your career opportunities and improve your long-term earning potential. Not all degrees provide the same level of financial stability, so it’s important to research expected salary offers after graduation and job demand outlook predictions for your desired field. Consider the return on investment for a degree from an affordable private school such as  Unity Environmental University .

Environmental Awareness

We have already discussed why education is important for environmental stewardship. Education can also lead to better environmental practices in the business world. By building empathy through character education and ethics courses, institutions can train future business leaders to emphasize human rights and sustainability over profits. All types and sizes of businesses can incorporate sustainable practices, but awareness of the issues and solutions is the first step.

Lifelong Learning

The reasons why education is important discussed so far focus on institutional education. However, education can happen anywhere. Attending a university that values all kinds of learning will set students up with the foundation to become lifelong learners.  Research  demonstrates that lifelong learners tend to be healthier and more fulfilled throughout their lives. When societies emphasize the importance of education, they can boost their overall prosperity.

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The Role Of Unity Environmental University In Society

Environmentally conscious education is extremely valuable and should be accessible to all.   Unity Environmental University  offers tuition prices that are comparable to public universities, and financial aid is available to those who qualify. Courses last five weeks so that students can focus on only one class at a time. This ensures all learners are set up for academic success. 

Unity believes in supporting students holistically to maximize the power of education. This includes mental health services,  experiential learning opportunities , and  job placement assistance . Students in our  hybrid programs  can take classes at several field stations throughout Maine and enjoy the beautiful nature surrounding the campus for outdoor recreation.

Sustainable Initiatives

Some highlights from Unity Environmental University’s many sustainable initiatives:

  • All programs include at least one sustainability learning outcome
  • All research courses are focused on sustainability research
  • Reduced building energy use by 25% across campus
  • 100% of food waste is recycled into energy 
  • Campus features a  net-zero LEED Platinum-certified classroom/office building

While many schools value sustainability, Unity stands out because  everything  we do is about sustainability. We also recognize our responsibility to model how a sustainable business can operate in a manner that’s fiscally viable and socially responsible.

Make An Impact At Unity Environmental University

While the phrase ‘education is power’ may sound cliche, it is also resoundingly true. Higher education has the power to transform individuals and societies. Unity Environmental University understands its power to make a positive impact on the world. That’s why we were the first university to divest from fossil fuels. 

This year, we celebrated our  largest incoming class ever , showing that students want an education system that aligns with their values. In addition to our commitment to sustainability, we offer flexibility to students with start dates all year round for our  online degree programs .

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Home Essay Samples Philosophy Philosophy of Education

What Does Education Mean to You: Empowerment Through Knowledge

Table of contents, a gateway to knowledge, empowerment and personal growth, preparing for an ever-changing world, contributing to society.

  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
  • Freire, P. (1970). Pedagogy of the oppressed. Continuum.
  • Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books.
  • Noddings, N. (2003). Caring: A feminine approach to ethics and moral education. University of California Press.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.  


While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

  • Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
  • Survey the best available evidence on interventions that match those conditions—the evidence; and
  • Closely monitor the results of innovations before they are scaled up—the prognosis.


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Podcast: How education technology can improve learning for all students

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To make ed tech work, set clear goals, review the evidence, and pilot before you scale

The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

  • Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
  • Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
  • Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

  • Scaling up quality instruction, such as through prerecorded quality lessons.
  • Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
  • Expanding opportunities to practice.
  • Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas.  The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

essay about knowledge and education

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

About the Authors

Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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Knowledge, Teaching and Wisdom pp 3–17 Cite as

Introductory Essay Knowledge, Teaching and Wisdom

  • Keith Lehrer &
  • Nicholas D. Smith  

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Part of the Philosophical Studies Series book series (PSSP,volume 67)

This book arose out of a Summer Institute on Knowledge, Teaching, and Wisdom supported by the National Endowment for the Humanities. The principal idea behind the institute was to combine historical and systematic investigation of knowledge and wisdom with a concern for pedagogical application. The institute activity was intense and the participants put in long hours presenting their own work and interacting with each other and a large number of distinguished lecturers. This book contains some of the fruits of their inquiries. It is especially pleasing for us to present this diverse current group of philosophers undertaking the project of bringing together historical and systematic investigation, which was characteristic of the great historical figures of the past from Aristotle to Bertrand Russell, and which runs against the current of present day specialization. Before we turn to their thoughts, however, we will present, in this introduction, some of our own conceptions of the interconnections, of the web of history, analysis, knowledge and value.

  • True Belief
  • Good Judgment
  • Background System
  • Positive Judgment

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For discussion of all that this involves, see T. C. Brickhouse and N.D. Smith, Plato’s Socrates (Oxford UP, 1994 ), pp. 30–60.

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On “acceptance,” as opposed to “belief,” see Keith Lehrer, Theory of Knowledge (Boulder, CO and San Francisco: Westview Press, 1990), 10–11. In this essay, we will often describe the relevant cognitive processes as those of judgment, but we do not consider this to be a substantive departure from Lehrer’s earlier uses of “acceptance.” We find “judgment” more useful, in this essay, given its application to both cognitive and affective states and processes, to judgments about beliefs and judgments about desires, which we will call “acceptance” and “preference,” respectively. We regard these processes as linked in important ways, as will become apparent later in this essay.

See Alvin Plantings, Warrant and Proper Function ( New York: Oxford University Press, 1993 ).

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University of Arizona, Tucson, USA

Keith Lehrer

University of Hawaii, Honolulu, USA

B. Jeannie Lum

Erie Community College, Orchard Park, USA

Beverly A. Slichta

Michigan State University, East Lansing, USA

Nicholas D. Smith

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Lehrer, K., Smith, N.D. (1996). Introductory Essay Knowledge, Teaching and Wisdom. In: Lehrer, K., Lum, B.J., Slichta, B.A., Smith, N.D. (eds) Knowledge, Teaching and Wisdom. Philosophical Studies Series, vol 67. Springer, Dordrecht.

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Education, Knowledge and Learning Essay Example

I find it interesting that the definition of education and the definition of learning, are quite different. Education focuses on “receiving or giving systematic instruction, especially at a school or university”, whereas the definition of learning is, “the acquisition of knowledge or skills through experience, study, or by being taught.” Learning is not merely based in a classroom setting. People learn things daily, through school, work, or even walking down the street. Now, I’m not here to write the best essay there is about education. I won’t be giving you all the information on which classroom setting is the best, or what you should do for a student that isn’t doing well on tests. The simplicity of my time here, is to share a personal view of how education, knowledge, and learning, is very individualistic.

Everyone learns in their own ways; your way of processing is different from my way. Yet, my educational journey, from kindergarten through the ending of high school, and now on to college, may have been similar others. I have been homeschooled my entire life, up until college that is. Being home schooled was different from public school. It took me out of a classroom setting, where teaching was impersonal, and gave me one on one time with my teacher. I found that I remembered things better when I was sat down and had it explained to me. Ravitch says in “In Defense of Testing,” that testing is the key to gauging people’s abilities, and when it comes to education, she said it was important to evaluate what grade a student should be in. Through taking numerous tests, with different ways of testing, (open book, memory writing, oral), I discovered that for the most part I wasn’t good at test taking. I would cram as much as I could and try to learn it, take the test, and almost fail it. I realized that, I wasn’t learning the information. I was simply educating myself on the word for word definition of things and not taking the time to genuinely learn the materials. I found through physical flash cards, writing and copying things on paper, not with the definition but in words that I understood, I started learning the things I was being taught. I was best at taking tests through conversation, where I could think over my answer, and speak it out and explain it in a way to my teacher, that she knew, I knew I understood the concept of what they were talking about. I wasn’t good at giving a word for word definition of things but if I learned it through, I could explain it in a way that both the teacher and I knew, I had learned the subject and its materials. 

Learning, apart from education, shapes one’s lives. Your thoughts, ideas, and morals, are not simply generated out of the blue. You have thought and seen through others what to do and sometimes, what not to do. The things you learn and the people you learn them from, influence your life in ways you may not understand or even realize. Growing up, my parents taught me things, and set rules and boundaries that I didn’t quite understand the meaning behind. They instilled in my life, things that I am noticing about myself more and more everyday. They taught me maturity and responsibility. However, it isn’t about what they taught me that stuck out it was how they taught it. Instead of telling me to not steal something from a store, they showed me why It was important to not steal, and lived it out. I watched my parents, day in and day out, give generously, love people, and influence them in ways I didn’t even know possible. They were examples of how we are supposed to treat others, and show them the love of Christ. They not only lived that way themselves, but they encouraged me to do the same. Show people love and kindness, don’t steal, give to those who have little. This affected me because they showed me through their own actions the way to do things. They helped me grow as a person, showed me how to do things and then made me do them, no matter the circumstance. 

Hard work and diligence were also established in my life at a young age. They would tell me that, nothing in life is ever going to be handed to you on a silver platter, you work for what you want and the only way you’ll succeed is through those two things. My parents showed me through their own lives, that you can succeed at anything you set your mind to. When I started working at my current job, I started using the skills, values, and dedication that I had grow up watching my parents live out, and had adapted into my own life. I found that watching my coworkers and bosses do their jobs, helped me grow as my own worker. I learned things faster by watching and then jumped in and finished the learning process with hands on experience. I knew by watching my coworkers and managers that they knew what they were doing, so I knew that once I started doing those things, I learned the correct way of doing things.  Once I grew to be skillful in my line of work, I started training others the way I was trained myself. I tried to show them examples, I gave them lists of the things that needed to be done. I helped them practice and get good at answering phones and putting orders together. I tried my best to explain things the way they would understand. I had one person who was better at learning hands on and jumping into it, so I let her take the lead and answer any questions she had.  I had another girl who worked better with verbal instructions, she wasn’t confident with answering phones after no practice, so I practiced with her and helped her understand what she would be doing. 

With working with different people, and from my own experience with teaching and learning. In “Why Do American Kids Learn so Little”, van den Haag questions whether tests “tell the teachers what their students have learned-and have no?” From my own experience with learning, I’ve come to the conclusion that the teacher’s ability to teach is a factor in learning, but also the student’s ability to learn is a factor. When it comes to my own teaching experiences, I’ve found that some people thrive on repetitive learning, similar to studying for a quiz, with the final grade being answering a phone. 

I feel confident learning something by watching someone doing it and trying my best to do it exactly like them. If someone tells me exactly what I have to do, chances are I won’t understand half of it and I have to ask a ton of questions. Also, asking questions is another thing that I learn from. Like I said, if someone tells me something, they show me how to do it, and I start doing it, I want to make sure I am doing it correctly so I ask questions. Some might be annoyed by it. All through high school I tended to need more structure established by the teacher themselves. Give me a deadline and due date and I will have it done by then. Entering college was a little different because I started having to make my own schedules that I knew would work for me. I needed to enforce that structure to ensure I got everything done. I learned how to rely on myself for getting assignments turned in, well done, and on time. 

Analyzing your learning and teaching experiences can be interesting. As I previously mentioned, education and learning are similar, yet different.  Once you learn why you do the things you do, you find yourself analyzing the things you do on a daily basis. Whether you are learning in a classroom setting or just from every day experiences, or you are teaching a student or a coworker, you can take from these things.

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  • Education Essay


Essay on Education

Nelson Mandela rightly said, “Education is the most important weapon to change the world.” Education plays an important role in the development of an individual and making him a knowledgeable citizen. It is the education that makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

Education helps in unravelling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to education.


Education is a significant tool that provides knowledge, skill, technique, information and enables people to know their rights and duties towards their family, society and the nation. You can expand your vision and outlook to see the world around us. It changes our perception of life. Education builds up the ability to explore new things to enhance your creativity. Your creativity is a tool to develop the nation.

Importance of Education

People still don't realise what role education and being educated plays in our lives and society. So, before making people aware of education and working for their access, it is very important to understand the need and importance of education. Education includes traditional learning methods that include theories and modern methods that include practical implementation of the subjects.

In schools, education is categorised into four stages, and each stage is important for each student:



Senior secondary

Education can be classified into Various Forms:

Formal education: teaches us the academic part of any course or class, skills, or theory.

Non Formal education: We learn from our community, culture, nation-based programs, and the society that we live in

Informal education: We learn from our life lessons, experiences, other people, their experiences, nature, surroundings, etc.

Education empowers everyone. It is an important aspect that shapes the modern and industrialised world. People need education to be able to cope up with the advancements in this competitive world. Following are some areas where education is needed:

Removing Poverty: Education helps in eradicating poverty from our society.  An educated person can secure a good job and take care of all the basic needs and requirements of his family.

Safety and Security against Crime: A well-educated person cannot be easily duped or become a victim of any crime. They can develop the ability to stand against injustice. 

Increases Productivity: Educated people are more productive. With the help of knowledge and skills, they can explore new ideas. 

Confidence: A good education doesn’t mean to go to schools and colleges only. Education helps to become self-dependent and build great confidence within them so that they are able to accomplish difficult tasks.

Improved Standard of Life: On getting an education, quality of life gets improved. Education helps you to secure good jobs by which you can fulfil your dreams of buying a house or car or other luxury things. 

Women Empowerment: Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-reliant and need not be dependent on anyone. Women empowerment will bring a lot of development in society as well as in the nation.

Upliftment of the Economically Weaker Section: Education is the most significant ingredient to change the world. Illiterate people suffer the hardships of discrimination, untouchability and injustice prevailing in the society. With the advancement of education, the weaker section can improve their quality of life. 

Communication: Communication is related to education. Good education helps to communicate better with others. It also improves our skills such as speech, body language, etc. 

Development of a nation: The countries that focus on educating their citizens and have a higher education level are considered more developed nations in every aspect of their lives.

  Individual growth: An educated individual always stands out in a crowd of uneducated people. They will be able to make better life decisions because with education comes knowledge. When an individual knows something, they will be able to understand things in a better manner.

 Independent: Education acts as a catalyst for a human being to be independent. If an individual is educated enough, they can manage their own life without being dependent on anybody.

  Success: Education helps in framing our mindset in a positive direction, and with this mindset, people can make their lives better. With education comes a degree, and with a degree comes a lot of opportunities. You just have to make a better choice for yourself, and everything will fall in place.

Talking particularly about India, education is a constitutional right of every citizen irrespective of caste, creed, race, religion, gender, etc. That’s the status given to education in India because educated people are always treated well and are well respected everywhere in the world.

Role of Education in Society

Education is the social institution through which the society provides its members with knowledge, facts, job skills and values. One of the most important roles of education is that it improves personal lives and helps society to run smoothly. As mentioned above, poverty can be eradicated and every individual can contribute towards the development of the country.

Education Creates a Better Society: An educated person is more likely to develop better moral and ethical values as compared to an uneducated person. Education brings equal opportunity for everyone and educated people will be able to create a better society. 

Education is the Backbone of Society: Education is an integral part of human society. Lack of education gives birth to numerous social problems like poor health, conflicts, and poor living standards. Education helps people overcome all problems by finding better solutions. 

Education Encourages Innovation and Creativity: Education leads to innovation. Innovation and creativity can only occur when skilled people know how to advance with different technologies. Educated people always can solve problems with the help of better techniques. 

Education Creates a Better Human Being: Education is the most powerful weapon by which the entire perspective of the world can be changed. Through education, a person can develop good moral values. It helps us to become a better person in life. 

Understanding the Responsibilities: As a social being, it becomes the responsibility of every individual to give something back to society and make it a better place for our next generation. An educated person is aware of his personal and social responsibilities.

Education helps in shaping the values of an individual. It helps individuals develop their moral values, humbleness, sympathy and empathy towards society, etc.

Students or any individual learn to express their viewpoints by reading, writing, learning. And these qualities or skills are taught with the help of education and nothing else.

Steps Taken to promote Education:

After discussing the importance of education, awareness is the next big step. People, especially those living in remote areas, should be aware and should have access to a better education system. The government has taken several steps for this purpose. It has started various initiatives to make education accessible to all and improve the quality of education for the betterment of every student. 

Some of the Prominent Steps:

The formation of the Right to Education Act, 2009 made education a fundamental right for every child belonging to 6-14 years.

Sarva Shiksha Abhiyan

Adult education and national development scheme

Beti bachao, beti padhao

Midday meal scheme and many more.

Various other initiatives that the government has taken are Udaan, Saksham, Pragati, etc., to make education accessible to every part of the county.


Education is the pathway for a nation’s progress. Education is the backbone of society. The government should take all measures to provide education to every individual of the country. This will bring equality among people and when people improvise their way of living, they become more responsible towards society.

The literacy rate of more developed nations is also high, and the literacy of every nation depends upon its education system. The government undoubtedly has made laws and formulated schemes, but implementing those schemes is a major task. 

The government, along with co-operation with the citizens, should make the society and nation a better place to live in. The growth of every nation depends upon the kind of population it has. A well-educated population will make a well-developed nation.


FAQs on Education Essay

1) Why is education important?

Education is important for the development of an individual. It is the most powerful weapon by which a person can contribute towards the development of the society and nation as a whole.

2) How is education a pathway to success?

Education provides job opportunities and also helps to expand your vision and change your outlook to see the world around us.

3) How can education help the economically backward people?

Uneducated or illiterate people do not have the ability to overcome hardships like discrimination, untouchability, and injustice. When these people get basic education, then they can become self-reliant and stand for their rights. With the advancement of education, they can improve their standard of living and poverty can be eradicated from the face of the Earth.

4) How are women empowered through education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5) What are the roles that education plays?

Education is vital in shaping the world and society. An educated society forms an educated nation. It is essential in creating a positive mindset and positive skills in an individual.

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Essay on Education

essay on education

Here we have shared the Essay on Education in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Education in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Education in 150 words

Essay on education in 250-300 words, essay on education in 500-1000 words.

Education is the key to personal growth, social development, and societal progress. It encompasses formal education provided through schools and institutions, as well as informal and lifelong learning. Education equips individuals with the essential knowledge, skills, and tools necessary to navigate the complexities of life and contribute meaningfully to society.

Education empowers individuals, fostering critical thinking, creativity, and innovation. It promotes social mobility, reduces poverty, and fosters social cohesion. Through education, individuals develop the ability to make informed decisions, overcome challenges, and fulfill their potential.

Furthermore, education is a catalyst for positive change. It encourages individuals to question the status quo, explore new ideas, and contribute to the betterment of society. By investing in education, we invest in the future, equipping individuals with the necessary skills to address global challenges, drive innovation, and build a more inclusive and sustainable world.

Education is a fundamental right that should be accessible to all, regardless of gender, socioeconomic background, or geographical location. It is through education that we can create a more equitable, prosperous, and harmonious society.

Education is the cornerstone of personal and societal development. It equips individuals with the knowledge, skills, and tools necessary to navigate the complexities of life and contribute meaningfully to society. In its broadest sense, education encompasses formal schooling, informal learning, and lifelong learning.

Formal education, provided through schools and institutions, lays the foundation for intellectual, social, and emotional growth. It imparts essential knowledge, promotes critical thinking, and develops skills that are essential for success in various fields.

However, education goes beyond the classroom. Informal learning occurs through everyday experiences, interactions, and self-directed exploration. It allows individuals to acquire practical skills, adaptability, and a broader understanding of the world.

Lifelong learning is a continuous process that extends beyond formal education. It involves the pursuit of knowledge and personal growth throughout one’s life, enabling individuals to adapt to changing circumstances, embrace new opportunities, and contribute to a dynamic society.

Education empowers individuals, enabling them to overcome challenges, make informed decisions, and fulfill their potential. It plays a vital role in promoting social mobility, reducing poverty, and fostering social cohesion.

Moreover, education fosters critical thinking, creativity, and innovation, which are essential for progress and development. It encourages individuals to question the status quo, explore new ideas, and contribute to positive change.

In conclusion, education is an indispensable tool for personal growth and societal progress. It encompasses formal, informal, and lifelong learning, providing individuals with the knowledge, skills, and mindset necessary to navigate the complexities of life. By investing in education, we invest in the future, empowering individuals and communities to create a better world.

Title: Education – Empowering Minds, Shaping Futures

Introduction :

Education is a powerful tool that empowers individuals, shapes futures, and drives societal progress. It encompasses the acquisition of knowledge, development of skills, and cultivation of values that prepare individuals for personal and professional success. This essay delves into the importance of education, its key elements, and its transformative impact on individuals and societies.

The Power of Education

Education is a transformative force that empowers individuals to reach their full potential. It equips them with the necessary knowledge and skills to navigate life’s challenges, make informed decisions, and contribute meaningfully to society. Education cultivates critical thinking, creativity, and problem-solving abilities, nurturing well-rounded individuals capable of adapting to a rapidly changing world.

Formal Education

Formal education, provided through schools, colleges, and universities, forms the foundation of a person’s educational journey. It involves structured learning environments, standardized curricula, and certified qualifications. Formal education imparts core subjects such as mathematics, science, languages, and humanities, along with important life skills such as communication, collaboration, and critical analysis.

Informal and Lifelong Learning

Education goes beyond formal settings. Informal learning occurs through daily experiences, interactions, and observations. It includes practical skills acquired through apprenticeships, mentorships, and on-the-job training. Lifelong learning, on the other hand, is a continuous process that extends beyond formal education. It involves self-directed learning, personal development, and the pursuit of knowledge throughout one’s life.

The Role of Education in Society

Education plays a crucial role in social development and progress. It promotes social mobility, empowering individuals to transcend socioeconomic barriers and improve their quality of life. Education fosters social cohesion by nurturing understanding, empathy, and tolerance among diverse groups of individuals. It also contributes to economic growth by producing a skilled workforce, fostering innovation, and driving entrepreneurship.

Education for Personal Development

Education is not merely the acquisition of knowledge; it is also a journey of personal growth and self-discovery. It helps individuals develop their unique talents, interests, and passions. Education cultivates values such as integrity, responsibility, and empathy, shaping individuals into ethical and compassionate members of society. Furthermore, it nurtures self-confidence, self-awareness, and resilience, equipping individuals with the tools to overcome challenges and thrive in a competitive world.

Challenges and Opportunities in Education

Despite the transformative power of education, there are numerous challenges that need to be addressed. Access to quality education remains unequal, particularly for marginalized communities and disadvantaged regions. Gender disparities in education persist, limiting opportunities for girls and women. Furthermore, the rapid advancement of technology necessitates adapting educational systems to prepare individuals for the demands of the digital age.

However, there are also exciting opportunities in education. Technology has the potential to revolutionize learning, making education accessible, interactive, and personalized. Blended learning models, online platforms, and open educational resources offer new avenues for education. Emphasizing holistic education, including social and emotional development, promotes well-rounded individuals capable of addressing complex global challenges.

Conclusion :

Education is a transformative force that empowers individuals, shapes futures, and drives societal progress. It goes beyond formal schooling, encompassing informal and lifelong learning. Education fosters critical thinking, creativity, and problem-solving abilities, equipping individuals with the skills to navigate an ever-changing world. It promotes social mobility, social cohesion, and economic growth. Moreover, education is a journey of personal development, nurturing values, skills, and self-awareness. While challenges such as unequal access and gender disparities persist, advancements in technology offer exciting opportunities for innovation and inclusive learning. By investing in education and ensuring equal opportunities for all, societies can unlock the full potential of individuals, leading to a more prosperous, equitable, and sustainable future.

  • Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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Essay on Knowledge in English for Children and Students

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Table of Contents

Knowledge is to know or understand something or someone. It is the information, truth or expertise acquired through learning or experience. It can be implicit or explicit. Knowledge is a very wide concept and has no end. Acquiring knowledge involves cognitive processes, communication, perception and logic.

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It is also the human capacity to recognize and accept the truth. Knowledge is Wisdom; acquiring knowledge makes you wise and improves your social status. A knowledgeable person is commands respect in the society and holds a dignified position. Acquiring knowledge is a never ending process and requires only basic inquisitiveness and a desire to learn.

Long and Short Essay on Knowledge in English

We have provided below Long and Short Essay on Knowledge in English for you.

These Knowledge Essay will give you an insight into the real meaning of knowledge and its importance in life.

After going through these long and short essays on education you will know the role that knowledge plays in our day to day life and in our overall progress.

Short Essay on Knowledge – Essay 1 (200 words)

Knowledge is awareness and understanding of something such as information, facts, narration or skills gained through education and experience by observing, discovering or learning. It refers to both theoretical and practical comprehension of a subject. Knowledge comes into practice with our actions. Knowledge guides us to a certain goal in life. Humans progress with the growth of knowledge. Human beings are ruled by both mind and heart, and knowledge is a part of the mind. Without knowledge human beings would have been as good as animals. We as humans are powerful as we use the power of knowledge to empower other living beings and nature for our benefits.

Knowledge can be used for positive as well as negative purposes. So knowledge can create and destroy at the same time. Some use knowledge for personal progress as well as the progress of the community, city, state and nation. But some may use it for negative purposes that may not only harm individuals but can also harm the community, city, state and even the nation as a whole.

Knowledge is crucial in varied aspects of life. We, humans would not have developed and progressed so much in life without knowledge about various things we are surrounded with.

Essay on Knowledge is Power – Essay 2 (300 words)

“Knowledge is power” is a very meaningful and important proverb. It refers to the power and awareness that we acquire through knowledge that we gain from experience and education. A well educated and knowledgeable person can make wiser decisions based on his understanding of day to day situations to overcome a difficult problem. Knowledge is superior to muscle power. Power is the ability to work and act effectively.

Earlier man used to live a life of a nomad at the mercy of nature. He used to wander in search of food and shelter and to protect himself from wild animals and other dangers. Soon man started observing nature and events happening around him and started gaining knowledge. He discovered fire and its uses. He also started making tools for hunting purposes and developed his hunting skills.

With his power of knowledge man began to develop and discover natural phenomenon. He started using nature for his personal advantage. Knowledge made his life comfortable and he started living a more settled life by building huts for shelter. Today, man has developed by leaps and bounds. He makes use of his knowledge to dominate others. With knowledge man has achieved all the leisures and comforts in life.

Knowledge gave him the power over physically strength. Man has now educated and cultured himself. He has immensely progressed in the field of science and technology. He is the most powerful creature on Earth and dominates nature and other physically strong species with his mental strength and ability.

Man has succeeded in diverse aspects of life with the power of knowledge. In day to day life knowledge is important to deal with any kind of problem or situation. Thus, knowledge is power. It is more powerful than any other power. A knowledgeable person is respected by everyone around.

Essay on Knowledge and Wisdom – Essay 3 (400 words)


Knowledge is awareness and understanding of something. It refers to the information, facts, skills and wisdom acquired through learning and experiences in life. On the other hand, wisdom is the ability to think and act wisely by using knowledge gained through understanding, experience and learning.

Wisdom is the understanding about why things behave in a certain way. It is to have deeper insight into something than just knowing them on the surface level. Wisdom is to understand the consequences of certain actions for one-self and for others. Developing wisdom is very important. Developing wisdom is one of the reasons of gaining education and knowledge.

Wisdom vs. Knowledge

Wisdom refers to the coordination of “experience and knowledge” and how to effectively use both to improve wellbeing. We gain knowledge by learning and education and wisdom is the attribute of being wise. Knowledge gives us a clear understanding of facts and truth and wisdom helps us make correct decisions in life. If a person learns about any particular subject such as history or geography then he can eventually gain knowledge about that subject. He can read books or research online to develop knowledge on any topic of his interest.

Having knowledge alone is not enough but the ability to use your knowledge and experience effectively in day to day life is important. Wisdom is the ability to solve problems with the knowledge you have. Wisdom is to act in any given circumstance with knowledge about its various aspects. It is to practice self-control during the hardships and challenges of life and to patiently deal with it.

It is to understand the feelings and emotions of one-self and others. Wisdom helps you overcome negative feelings and have a positive perspective towards life. It leads you towards meaningful and purposeful life. On the other hand, knowledge has made man wise and the most powerful creature on Earth.

The progress man has made is through knowledge as well as wisdom. Even if we were wise but we didn’t have knowledge about diverse things in life we wouldn’t have developed so much and vice-versa.

We have learnt so much by gaining knowledge and education and we seek more and more knowledge every day. Wisdom is important to wisely put that knowledge into practice. The skill of wisdom is important for everything we do in life. Thus, knowledge and wisdom go hand in hand. Having knowledge alone is of no good and same goes for wisdom.

Essay on Knowledge Based Education – Essay 4 (500 words)

Knowledge based education puts emphasis on teaching and learning based on broadly shared knowledge as it builds strong foundation for future learning. It provides a stock full of useful facts and a set of flexible skills. Unless we know the content and context we cannot demonstrate our skills. In knowledge based education learners get information that they need to know and how to apply that information in real life. Acquiring knowledge is the first step towards the development of an individual.

Knowledge based education is based on both knowledge that students already have and the knowledge they are going to obtain. Knowledge is facts and information and a set of scientific principles. It is about knowing and learning to do something. It is about developing social skills. Knowledge based education gives you a deeper insight and better understanding of the subject. It builds confidence to discuss about various topics with people around you.

Importance of knowledge based Education:

  • Knowledge increases Knowledge: We always learn something new by building on knowledge that we have. To learn something new we need to have basic knowledge first. For example, if you want to buy a dress of Sonam Kapoor and Rhea Kapoor’s brand “Rheson” you will search online where you can buy the dress. But if you never knew the name of the brand and that the brand even exists then you wouldn’t be searching for it. It is important to know to learn more. To move on from one step to another we need to know more. Like in school we start from LKG, UKG and then move on to 1 st standard, 2nd standard and so on. It builds the strong base.
  • Reading Comprehension: Reading helps to decode text and improves fluency to pronounce the speech sounds clearly. In knowledge based education, teachers focus on providing reading instructions to develop comprehension skills such as to understand the main idea, imagine, evaluate and conclude. But to understand and comprehend students need content rich knowledge on the subject.
  • Communication: Shared knowledge allows you to communicate. Shared knowledge is important for communicating and understanding each other. In school when we discuss about a certain chapter with classmates, they have knowledge about it as it has already been discussed in the classroom by teacher. They are aware of the subject matter in detail so it becomes easy to communicate. Students can also identify what they have learnt and what they still don’t know that helps them to clear the doubts later.
  • Boost Confidence: Knowledge based education boosts confidence in students as they possess essential knowledge and skills to use it. It builds their ability to think and process independently. Knowledge enables them to develop and grow to their full stature. It helps them socialize more confidently and effectively.

Conclusion: Knowledge based education is important as students can advance educationally and become better readers by obtaining knowledge of the world around them. It helps them develop and become socially active. It helps them progress in various aspects of life. Knowledge gives them a better understanding of the world around them.

Essay on Importance of Knowledge in Life – Essay 5 (600 words)

Knowledge is information and skills obtained through education and experience. It is the practical or theoretical insight into a subject. Man has a unique power, “The power of knowledge.” Knowledge gives him a vision in life and helps him develop and progress. It helps him succeed and achieve what he wants in life.

Each and every activity he does or decision he takes in life requires knowledge. Knowledge helps him to create and innovate. It helps him in every aspect of life whether its art, entertainment, studies, cooking, travelling, and managing finance or just about anything. It is also important to put knowledge to good use. As knowledge can create, it can also destroy. If knowledge is used for negative purposes in life it can be very harmful.

Importance of Knowledge

  • Personal Development: Knowledge is important for personal growth and development. Knowledge can last for lifetime and it impacts our growth which influences everything in our life from relationships to work. By enriching brain with knowledge we improve its ability to think, evaluate and process. We can gain knowledge on everything that we find interesting like any dance form, art, architecture, history or just about anything for our personal development. With knowledge we become more confident about ourselves in life. It is easy for us to socialize confidently and have meaningful conversation with people. It makes us wise enough to independently take our decisions in life. But it is important to adopt positive mindset to become a constant learner only then it helps us progress and achieve our goals.
  • Knowledge leads to success: I n today’s fast paced life without education and the power of knowledge it is not possible to succeed in life. It is not just enough to have knowledge on a particular subject to succeed but it is also important to have knowledge about how to use it effectively to succeed. For example if one is a writer, it’s not just enough to write and get the work published but it’s also important to promote it on social media through various mediums. So, in today’s world it is important to have knowledge about various aspects of a subject.
  • Day to day events: K nowledge is important and useful in day to day events. For example if I want to order a dress online, I need to have knowledge about how to order it and what are the payment options and what if the product is defective, within how many days I can return the product and so on. So, I need to have knowledge about all its aspects before I place the order. I also need to stay up-to date about the latest schemes and discounts available else I may end up paying more. So gaining knowledge is a constant process and is useful every single day.
  • Knowledge is important to solve problems: We face many problems in life which can be solved with the power of knowledge. Knowledge enhances cognitive skills like reasoning and problem solving. A strong base of knowledge helps brains function more smoothly and effectively. We become smarter with the power of knowledge and solve problems more easily.

Knowledge is useful in every aspect of life. The more knowledge we have the more power we possess. It is important for our personal and professional development and leads us to achieve success in life. It is the personal attribute that leads us to live a good and humble life. Knowledge helps us in several ways but the best part is that it helps us understand ourselves as well as those around us better. It also helps us act wisely in different situations.

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  • 12 February 2024

China conducts first nationwide review of retractions and research misconduct

  • Smriti Mallapaty

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The reputation of Chinese science has been "adversely affected" by the number of retractions in recent years, according to a government notice. Credit: Qilai Shen/Bloomberg/Getty

Chinese universities are days away from the deadline to complete a nationwide audit of retracted research papers and probe of research misconduct. By 15 February, universities must submit to the government a comprehensive list of all academic articles retracted from English- and Chinese-language journals in the past three years. They need to clarify why the papers were retracted and investigate cases involving misconduct, according to a 20 November notice from the Ministry of Education’s Department of Science, Technology and Informatization.

The government launched the nationwide self-review in response to Hindawi, a London-based subsidiary of the publisher Wiley, retracting a large number of papers by Chinese authors. These retractions, along with those from other publishers, “have adversely affected our country’s academic reputation and academic environment”, the notice states.

A Nature analysis shows that last year, Hindawi issued more than 9,600 retractions, of which the vast majority — about 8,200 — had a co-author in China. Nearly 14,000 retraction notices, of which some three-quarters involved a Chinese co-author, were issued by all publishers in 2023.

This is “the first time we’ve seen such a national operation on retraction investigations”, says Xiaotian Chen, a library and information scientist at Bradley University in Peoria, Illinois, who has studied retractions and research misconduct in China. Previous investigations have largely been carried out on a case-by-case basis — but this time, all institutions have to conduct their investigations simultaneously, says Chen.

Tight deadline

The ministry’s notice set off a chain of alerts, cascading to individual university departments. Bulletins posted on university websites required researchers to submit their retractions by a range of dates, mostly in January — leaving time for universities to collate and present the data.

Although the alerts included lists of retractions that the ministry or the universities were aware of, they also called for unlisted retractions to be added.

essay about knowledge and education

More than 10,000 research papers were retracted in 2023 — a new record

According to Nature ’s analysis, which includes only English-language journals, more than 17,000 retraction notices for papers published by Chinese co-authors have been issued since 1 January 2021, which is the start of the period of review specified in the notice. The analysis, an update of one conducted in December , used the Retraction Watch database, augmented with retraction notices collated from the Dimensions database, and involved assistance from Guillaume Cabanac, a computer scientist at the University of Toulouse in France. It is unclear whether the official lists contain the same number of retracted papers.

Regardless, the timing to submit the information will be tight, says Shu Fei, a bibliometrics scientist at Hangzhou Dianzi University in China. The ministry gave universities less than three months to complete their self-review — and this was cut shorter by the academic winter break, which typically starts in mid-January and concludes after the Chinese New Year, which fell this year on 10 February.

“The timing is not good,” he says. Shu expects that universities are most likely to submit only a preliminary report of their researchers’ retracted papers included on the official lists.

But Wang Fei, who studies research-integrity policy at Dalian University of Technology in China, says that because the ministry has set a deadline, universities will work hard to submit their findings on time.

Researchers with retracted papers will have to explain whether the retraction was owing to misconduct, such as image manipulation, or an honest mistake, such as authors identifying errors in their own work, says Chen: “In other words, they may have to defend themselves.” Universities then must investigate and penalize misconduct. If a researcher fails to declare their retracted paper and it is later uncovered, they will be punished, according to the ministry notice. The cost of not reporting is high, says Chen. “This is a very serious measure.”

It is not known what form punishment might take, but in 2021, China’s National Health Commission posted the results of its investigations into a batch of retracted papers. Punishments included salary cuts, withdrawal of bonuses, demotions and timed suspensions from applying for research grants and rewards.

The notice states explicitly that the first corresponding author of a paper is responsible for submitting the response. This requirement will largely address the problem of researchers shirking responsibility for collaborative work, says Li Tang, a science- and innovation-policy researcher at Fudan University in Shanghai, China. The notice also emphasizes due process, says Tang. Researchers alleged to have committed misconduct have a right to appeal during the investigation.

The notice is a good approach for addressing misconduct, says Wang. Previous efforts by the Chinese government have stopped at issuing new research-integrity guidelines that were poorly implemented, she says. And when government bodies did launch self-investigations of published literature, they were narrower in scope and lacked clear objectives. This time, the target is clear — retractions — and the scope is broad, involving the entire university research community, she says.

“Cultivating research integrity takes time, but China is on the right track,” says Tang.

It is not clear what the ministry will do with the flurry of submissions. Wang says that, because the retraction notices are already freely available, publicizing the collated lists and underlying reasons for retraction could be useful. She hopes that a similar review will be conducted every year “to put more pressure” on authors and universities to monitor research integrity.

What happens next will reveal how seriously the ministry regards research misconduct, says Shu. He suggests that, if the ministry does not take further action after the Chinese New Year, the notice could be an attempt to respond to the reputational damage caused by the mass retractions last year.

The ministry did not respond to Nature ’s questions about the misconduct investigation.

Chen says that, regardless of what the ministry does with the information, the reporting process itself will help to curb misconduct because it is “embarrassing to the people in the report”.

But it might primarily affect researchers publishing in English-language journals. Retraction notices in Chinese-language journals are rare.


Data analysis by Richard Van Noorden.

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Nazis marched in Nashville. Blame a growing collective ignorance that we must reverse

American history is not all bright spots, and in order to overcome the bad, such as nazis marching in nashville in 2024, we need to understand how not to repeat the evils of history..

essay about knowledge and education

  • David Plazas is the director of opinion and engagement for the USA TODAY Network Tennessee.

Oscar-nominated movie “The Zone of Interest” is a horror movie and a public accusation.

This is a different type of Holocaust movie where the audience never sees the torture or death of the victims.

Instead, viewers watch scenes of a Nazi family enjoying nature and parties while they ignore the screams of gas chamber victims across the wall in the Auschwitz concentration camp in Poland.

We the audience are also made to feel complicit. That is the sense I received when I saw the film a few weeks ago at the Belcourt Theatre in Nashville.

In some ways, it makes the drama more horrific to witness this great level of indifference.

On Saturday, Nazis marched through downtown Nashville , went to Public Square and stood at the Tennessee State Capitol waving flags with the swastika logo, causing a barrage of condemnation from politicians and community leaders from both left and right.

That condemnation is important, but simply telling Nazis to "go away " is not enough. There needs to be a collective understanding about what Nazi-ism is all about and why it is bad for America.

Another view: Educators must equip students to confront rising tide of antisemitism

Holocaust education is severely lacking

One of the biggest lessons from “The Zone of Interest” is how apathy and ignorance can lead to the erasure of a human being’s culture, identity and right to exist.

The calls for citizens to “never forget” and to “never again” allow this atrocity to happen requires that citizens confront an awful history.

This political philosophy resulted in genocide and the subjugation of people who Nazis considered ethnically and racially inferior. The United States and its allies fought a bloody war to destroy this threat.

Yet here we are in 2024 and Nazis proudly paraded through Tennessee’s state capital – nearly 80 years after the end of World War II.

Do these people know what they are doing and what Nazi symbols really mean? If they do, that is clearly antithetical to our stated values of peaceful protest and treating citizens as equals.

In 2020, a 50-state survey by the Jewish Material Claims Against Germany found the alarming statistic that 63% of Millennials and Gen Zers did not know that 6 million Jewish people were murdered during the Holocaust.

I have written in the past about the need to increase Holocaust education in Tennessee.

But the state is going backwards in our approach by seeking to avoid exposing school children to ideas that may make them feel uncomfortable.

In 2022, the McMinn County School Board received global condemnation for removing the Pulitzer Prize-winning Holocaust graphic novel “Maus” from the eighth grade curriculum. Recent laws in Tennessee banning so-called “divisive concepts” have had a chilling effect of purging books from school libraries and changing the ways teachers instruct their students to avoid some lessons altogether.

The primary victims of the Holocaust were Jewish. However, there were also others including people with disabilities, ethnic minorities such as the Roma, and LGBTQ people who also deserve dignity and respect. On the latter, the Tennessee General Assembly has created a legal environment that is increasingly hostile to LGBTQ people.

The First Amendment protects even vile speech

The Constitution protects the rights of Nazis. The marchers in Nashville were not arrested for their protest because of the First Amendment, which ensures Americans may speak and assemble freely.

In the late 1970s, members of the Nazi Party wanted to hold a march in Skokie, Illinois and received pushback from this Chicago suburb, which was home to many Jewish resident and Holocaust survivors.

According to a 2020 essay by David Goldberger , who led a team of ACLU of Illinois lawyers representing the Nazi Party, that case tested the organization’s commitment to the First Amendment.

The case went all the way to the U.S. Supreme Court and eventually the Nazis were able to hold their protest while critics held their own counterprotest.

Thirty years ago, I studied this incident in a freshman course called “Philosophy of Freedom” at Northwestern University in nearby Evanston, Illinois, and the details still give me chills.

In 2009, Skokie opened the Illinois Holocaust Museum and Education Center – years of work that was spurred by the Nazi march. It was a fact that I was reminded of by celebrated Nashville journalist Demetria Kalodimos who replied to my post Sunday on X, formerly Twitter.

Tennessee leaders, from Tennessee Gov. Bill Lee to Nashville Mayor Freddie O’Connell , have been posting their condemnation of the Nazi march on X.

That’s a fine first step but must not be the last.

Pass resolutions locally and in the legislature expressing disavowal of the Nazis, and then there needs to be a renewed, collective commitment to civics education that offers more and not fewer books and access to knowledge. This means reversing course on some of the recent legislation in the name of defeating so-called “wokeness.”

Our history is not all bright spots, and in order to overcome the bad, we need to understand how not to repeat the evils of history. That comes by being better, not less, informed.

David Plazas is the director of opinion and engagement for the USA TODAY Network Tennessee. He is an editorial board member of The Tennessean. He hosts the  Tennessee Voices videocast  and curates the  Tennessee Voices  and  Latino Tennessee Voices  newsletters.. Call him at (615) 259-8063, email him at  [email protected]  or tweet to him at  @davidplazas .

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Ph.D. in Special Education

What you can earn, credits earned, time commitment, upcoming deadline, our graduates are leaders and change agents.

The Special Education Doctoral Program is more than a traditional Ph.D. It's a transformative journey designed to create special education leaders who bring systemic change to educational and community settings. With a strong focus on inclusive education, we will prepare you with the skills, knowledge and relationships needed to drive structural and systemic change.

You'll craft a tailored program of study, blending advanced coursework in special education with diverse perspectives from outside disciplines. Our apprenticeship-style model combines face-to-face learning with real-world experiences, ensuring you're ready for impactful roles in research, teaching and service.

  • We are a community that values the range of strengths, interests, and career goals that lead one to pursue a Ph.D. in special education
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Our faculty specialize in the following areas:

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In our program, you'll delve deep into specialized topics within special education and master research traditions, explore the historical and theoretical underpinnings of the field and construct meaningful research designs. You'll gain expertise in addressing the critical issues that affect children/youth (birth-21) and their families: access, inclusion and equity

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Upon graduation, our Ph.D. alumni go on to shape the future of special education. Whether as faculty members, researchers or leaders in educational institutions, they drive innovation and advocate for equitable access. Our graduates impact communities locally, nationally and even internationally.

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For additional information or questions regarding the doctoral degree, please email [email protected] or Maggie Beneke, Program Director .

Our program is designed to be both flexible and comprehensive. While most students complete their Ph.D. in 4-5 years, we understand that each academic journey is unique. You'll work closely with advisors to tailor your program, focusing on areas of research specialization that align with your goals and interests.

Within the first year of study, each student enrolls in the Educational Inquiry series with other first-year doctoral students across the College of Education. This helps you learn more about research traditions in educational research.

Special education doctoral students also enroll in a seminar which supports your:

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As one of the top-rated doctoral programs in the U.S., we have more applicants than we can admit. Please pay close attention to all admission requirements. We also strongly encourage you to contact individual faculty members whose work aligns with your interests. Finding a fit with an advisor is critical to the admissions process.

To meet the individualized needs of students and advisors, our acceptance rate may vary. We generally accept annual cohorts of roughly 5-8 students.

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Your degree can be in-progress when applying but must be completed before program starts

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The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 semester credits). However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. All recommenders must submit their letters online.

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our programs. Your statement should address goals, relevant experience, future plans and how the desired specific program meets your needs. Be sure to include personal experiences that have prepared you for the challenge of graduate school, topics like:

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If you have no appropriate examples of scholarly writing, we urge you to consider preparing a medium-length (10-12 page) critical essay review of a book that you feel is central to your interests in education. The writing sample will be uploaded in your online application.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Speak to topics like:

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Statements should be no longer than two pages long. And while there are no standard formatting requirements, we encourage double-spaced text with a legible font.

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Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

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  • Minimum score: 80
  • Recommended score: 92+
  • The UW's 4-digit code is 4854
  • University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
  • Minimum score: 6.5
  • Recommended score: 7.0+
  • School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
  • Minimum score: 105
  • Recommended score: 120+
  • Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

  • Washington state residents: $19,584 per year
  • Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Currently, nearly all students seeking funding are supported throughout their program. Our special education program and associated research centers strive to fund each student throughout their program. Funding is contingent upon various factors including levels of funding, student prior experience (e.g., practical experience as a former teacher or therapist), enrollment status as a full-time student, and student performance.

Graduate Student General Scholarships

Frequently asked questions.

Your primary consideration should be specialization and fit with a potential advisor based on your research interests and career goals. We strongly encourage you to review the faculties’ areas of specialization, read faculty bios, and contact individual faculty about your interests in pursuing a special education doctoral degree at UW.

There are a number of supports and affinity spaces for graduate students within and beyond the College of Education. These include (among others):

  • Associated Students of the College of Education
  • Center for Communication, Difference, and Equity
  • Disability Resources for Students
  • The D Center
  • Indigenous Wellness Research Institute
  • Intellectual House
  • Latino Center for Health
  • Native Organization of Indigenous Scholars
  • Office of Student Diversity and Inclusion
  • Samuel E. Kelly Ethnic Cultural Center
  • Washington Institute for the Study of Inequality and Race
  • Women of Color Collective
  • Women’s Center
  • Writing Center

Seattle is a city of self-starters who believe that anything is possible when we work together. We’re adventurous and entrepreneurial, caffeinated and connected. This global hub for innovation is an international epicenter for turning ideas into actions, and the UW is at the heart of it. Whether you’re into art or food, history or tech, city living or the outdoors, there’s a community for you here.

We hold a virtual interview process for applicants with competitive applications. You are welcome to schedule a visit on your own - please let us know if you are planning to come! The College of Education also holds annual Admitted Student Day in the spring. Once applicants are admitted, advisors may apply for funds to support student visits. If you have been admitted and are interested in visiting, we encourage you to speak with your advisor about applying for student visit funds.

As one of the top-rated doctoral programs in the U.S., we have more applicants than we can admit. Please review admission requirements. Beyond the application requirements, finding a fit with an advisor or advisor(s) is critical to the admissions process. Again, we strongly encourage you to contact individual faculty members whose work aligns with your interests.

To meet the individualized needs of students and advisors, our acceptance rates vary. We generally accept annual cohorts of roughly 5-8 students.

Our application deadline is usually in January of each year for incoming autumn quarter cohort.

No. The doctoral program is designed for face-to-face coursework and experiences. Such an apprenticeship model is critical for doctoral preparation in the areas of research, teaching, and service. 

Graduates of the Ph.D. program in Special Education go on to a range of careers locally, nationally, and internationally. Graduates go on to careers as faculty members, researchers, or leaders in school districts, state agencies, or educational businesses.

Program Faculty

Maggie Beneke

Maggie Beneke

Carol Davis

Carol Davis

Alice Bravo

Alice Bravo

Angel Fettig

Angel Fettig

Roxanne Hudson

Roxanne Hudson

Katherine Lewis

Katherine Lewis

Kathleen Meeker

Kathleen Artman Meeker

Charles Peck

Charles Peck

Selma Powell

Selma Powell

Carly Roberts

Carly Roberts

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Nancy Rosenberg

Ilene Schwartz

Ilene Schwartz

Scott Spaulding

Scott Spaulding

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essay about knowledge and education

Coaching classes not temple of knowledge, says Vice President Jagdeep Dhankhar

Vice president jagdeep dhankhar addressed the 37th convocation ceremony of ignou. during his address, he said coaching classes are a "status quo" rather than true intellectual exposition..

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Vice President Jagdeep Dhankhar addressed the 37th IGNOU's convocation. (Image Courtesy: @VPIndia/Twitter)

  • Vice President Jagdeep Dhankar addresses IGNOU's 37th convocation.
  • He advised students to let go of doubts and insecurities.
  • He said that coaching classes are a "status quo" rather than true intellectual exposition

Vice President Jagdeep Dhankhar, has cautioned the students that coaching classes are an example of "status quo" rather than true intellectual exposition and reminded them that innovation comes from thinking differently.

Dhankhar was addressing the 37th convocation ceremony of the Indira Gandhi National Open University where he advised the students to let go of doubts and insecurities and use their minds as a parking place for great ideas.

During his address, he said that today students must think beyond competitive examinations to get good positions in government and explore opportunities that are now available to them.

He further emphasised the importance of cleaning the mind daily and executing good ideas without fear. He said that innovation comes from thinking differently and challenging the status quo, such as coaching classes.

He added that these coaching classes are a "status quo" rather than true intellectual exposition or temples of knowledge.

Jagran Josh

CBSE Board Class 10 Sanskrit Download Question Paper 2024 FREE PDF with Answer Key

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CBSE 10th Sanskrit Question Paper 2024: The Central Board of Secondary Education (CBSE) is the national education board of India that provides knowledge and learning to students by focusing on holistic growth. The board is now engaged in the board exams 2024 for higher and senior secondary students. For Class 10 students, Monday, February 19, 2024, was allocated for the Sanskrit exam. The exam went well, and students felt relaxed after the exam. Now, it is time to check the CBSE Class 10 Sanskrit Exam review by experts and to know the answer key. 

The exam was conducted from 10:30 a.m. to 1:30 p.m. Thus, it took three hours to complete the paper. Some students were able to finish the paper before 1:30 p.m. For further details, check out this article.

CBSE Class 10 Sanskrit Paper Pattern 2024

The CBSE Class 10 Sanskrit paper 2024 had four sections: A, B, C, and D. Section A was for 10 marks that asked questions from unseen passages. Section B was for 15 marks that checked the creative writing skills of students. The third section, Section C, asked grammar questions for 25 marks, and the last section was based on passages from a textbook. For more clarity, check the table below:

Expected CBSE Class 10 Result Date 2024

Last year, in 2023, CBSE released its higher secondary results in May 2023. The trend has been the same for many years (except for the pandemic). Thus, we can expect the CBSE result for 2024 to be announced in the second week of May 2024. 

CBSE Class 10 Sanskrit 2024 Exam: Question Paper PDF

The CBSE board releases around 3–4 sets that are distributed among students to avoid any unfair practices during the exam. These sets have the same types of questions arranged in different patterns on the question paper. Numbers are used to assign a question paper to a different set. For example, set 1, 2, 3, etc. 

To download the question paper SET-4 PDF click on the image below:

CBSE Class 10 Sanskrit 2024 Exam: Answer Key

The Higher Secondary CBSE students who appeared for the Sanskrit exam 2024 can check the answer key here. Match your answers here and predict the score.

अ. (i) संस्कृतभाषा

(ii) संस्कृतधारिता

(iii)  संस्कृतस्य व्याकरण

(i)ऐतिहासिकदृष्टया संस्कृते लिखिता: ग्रंथा: वेदा: महत्वपूर्ण स्थान भजन्ते।

(ii) वर्तमानसमये  शिक्षणकौशलादिषु सर्वेशु क्षेत्रेषु  संस्कृतस्य अध्येतार:  स्वप्रतीभा प्रदर्शन कुर्वन्ती।

(iii) संस्कृतभाषाया: अध्ययन जीवनमूल्यपरकम जीवनवृतिसाधनपरम च अस्ति।

(इ) संस्कृतभाषायाः महत्त्वम् ।

(iii) सार्थ नव वादनम्

(iv) पादोन एकवादनम्

(v) सपाद द्विवादनम्

Answer 10: 

Keep checking for updates.

  • CBSE Class 10 Syllabus for Board Exam 2024
  • CBSE Class 10 Practice Papers with Solutions 2024
  • CBSE Class 10 Sample Papers PDF 2024
  • CBSE Class 10 Deleted Syllabus 2024
  • CBSE Class 10 Science Revision Notes for 2023-24 (Based on New Syllabus)
  • CBSE Class 10 Science Mind Maps for All Chapters (Based on New Syllabus)
  • CBSE Class 10 Maths Mind Maps for All Chapters (Based on New Syllabus)
  • CBSE Class 10 Social Science Mind Maps for All Chapters (Based on New Syllabus)

CBSE Board Class 10 Sanskrit Download Question Paper 2024 FREE PDF with Answer Key

Knowledge Is Power Essay for Students and Children

500+ words essay on knowledge is power.

Knowledge Is Power Essay- Knowledge is something that will serve you your whole life. The most powerful thing in the world is knowledge because it can create and destroy life on earth . Moreover, knowledge helps us distinguish between humans and animals . Knowledge is the ability to use your knowledge to help others.

Knowledge Is Power Essay

Importance of Knowledge

There are very few people out there who truly understand the importance of knowledge. Every educated person is not knowledgeable, but every knowledgeable person is educated. This statement may sound weird but it’s true. In today’s world, almost everyone is educated still they do not have knowledge of the subject that they have studied.

Besides, Knowledge is something that helps you drive a car, ride a bike, solve a puzzle, etc. Knowledge is something that prevents us from making the same mistake twice. It is not something that you can buy from you have to earn it.

Benefits of Knowledge

The knowledge is something that increases the more you share it. It protects your intellectual capital that is your knowledge. Likewise, humans have used their knowledge to create things that we can’t imagine a few centuries back. It helps us to convert our ideas into reality and also it helps us to reach the success that we desire in our life.

Moreover, knowledge assists us to differentiate between what is right and what is wrong. It helps us to overcome our faults, weaknesses, and dangerous situation in life. Also, a person with knowledge is more mentally and morally sound than people with money and less knowledge.

Besides, Knowledge is a very important tool to get positive changes in society or country. Knowledge gives us a vision of our future and what we can do in it. All the countries in the world that use technologically developed tools and machinery and many other things is the result of the knowledge. Weapons and bomb do not make a country powerful but knowledge does.

The growth and development of a nation do not depend on the arms and weaponry the country has. But with the amount of knowledgeable person it has and it is possible only because of the power of knowledge.

Get the huge list of more than 500 Essay Topics and Ideas

Prospective of Knowledge

Knowledge is something that is so powerful that it can destroy the whole earth and on the other hand is a tool that can restore balance on the earth. The knowledgeable person is the richest person on earth because no one can steal his/her knowledge. But anyone can easily steal your money and power from you any time.

Moreover, it never decreases on use and only increases with time. Accordingly, a knowledgeable person is more important than a rich person because a rich person can give money to the nation but a knowledgeable person can give knowledge to the nation and this knowledge can also increase the wealth of the nation .

In conclusion, we can say that true knowledge help person to bloom. Also, it keeps people away from fights and corruption. Besides, knowledge brings happiness and prosperity to the nation. Above all, knowledge opens the door of success for everyone.

FAQs about Knowledge Is Power

Q.1 Why knowledge is power? A.1 It is the power because it can solve any issue, also it can influence anyone to do any work. Besides this, knowledge s power because it can create and destroy anything that is present on the earth.

Q.2 Why little knowledge is dangerous? A.2 It is dangerous because persons with less knowledge do not know things completely but still gives his/her opinion on everything. Moreover, little knowledge is a ticking bomb which an explosion causes damages to people around it.

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news Education

How are computers scoring STAAR essays? Texas superintendents, lawmaker want answers

Educators and legislators are concerned about transparency and a spike in high schoolers scoring zero points on written answers..

Texas superintendents want answers from the state education commissioner Mike Morath about...

By Talia Richman

11:10 AM on Feb 15, 2024 CST — Updated at 8:00 PM on Feb 15, 2024 CST

Texas superintendents — and at least one lawmaker — want answers from the state education commissioner about how computers are scoring STAAR essays.

The Texas Education Agency quietly debuted a new system for examining student answers on the State of Texas Assessments of Academic Readiness, or STAAR, in December . Roughly three-quarters of written responses are scored by a computer rather than a person.

“This is surprising news to me as a member of the House Public Education Committee, as I do not recall ever receiving notice of this novel and experimental method for grading high-stakes, STAAR tests,” Rep. Gina Hinojosa, D-Austin, wrote in a recent letter to Commissioner Mike Morath, which was also shared with The Dallas Morning News .

Superintendents across the state also were caught off guard until recently. Many school districts already are suing the state over changes to the academic accountability system that’s largely based on STAAR performance.

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Related: Computers scoring Texas students’ STAAR essay answers, state officials say

The News reported on the rollout of computer scoring Wednesday.

The use of computers to score essays “was never communicated to school districts; yet this seems to be an unprecedented change that a ‘heads up’ would be reasonably warranted,” HD Chambers, director of the Texas School Alliance, wrote to Morath in a letter shared with The News .

TEA spokesman Jake Kobersky said in a statement that the agency is developing a comprehensive presentation for educators, explaining the changes in detail and addressing outstanding questions.

He added that the agency alerted the House Public Education Committee in August 2022 that it was pursuing automated scoring.

The final bulletpoint on an 18-page slideshow read: “TEA is pursuing automation for scoring where appropriate to reduce costs while ensuring reliability. Full human scoring is not possible under item-level computer-adaptive (B), and full human scoring with no automation under the current system would require at least $15-20M more per year.”

The new scoring method rolled out amid a broader STAAR redesign. The revamped test — which launched last year — has a cap on multiple choice questions and essays at every grade level. State officials say it would cost millions more to have only humans score the test.

The “automated scoring engines” are programmed to emulate how humans would assess an essay, and they don’t learn beyond a single question. The computer determines how to score written answers after analyzing thousands of students’ responses that were previously scored by people.

Among the district leaders’ biggest concerns is a huge spike in low scores among high schoolers under the new system.

Roughly eight in 10 written responses on the most recent English II End of Course exam received zero points this fall.

For the spring test — the first iteration of the redesigned test, but scored only by humans — roughly a quarter of responses scored zero points in the same subject.

Members of the Texas School Alliance , which represents 46 districts, “examined their individual district results and found shockingly consistent scoring differences.”

Chris Rozunick, the director of the state’s assessment development division, previously told The News that she understands why people connect the spike in zeroes to the rollout of automated scoring based on the timing. But she insists that the two are unrelated.

Many students who take STAAR in the fall are “re-testers” who did not meet grade level on a previous test attempt. Spring testers tend to perform better, according to agency officials who were asked to explain the spike in low scores in the fall.

“It really is the population of testers much more than anything else,” Rozunick said.

Kobersky added that, under the previous STAAR design, a score of zero was reserved for “unscorable responses,” meaning the question was left blank or written in a nonsensical way. The redesigned test rubric allows for a zero both if a response is unscorable or if it’s the value of the response as determined by the scorer, he said.

Some district leaders requested the state education agency provide them images of students’ responses so that they could “better understand what led to the significant increase in the number of zeroes, and most importantly how to help students write their responses” to receive better scores.

“Each request has been denied,” Chambers wrote in his letter to Morath.

Kobersky said fall questions are not released because they can be reused for other tests.

TEA officials say a technical report, with a detailed overview of the system, will be available later this year.

STAAR scores are of tremendous importance to district leaders, families and communities. Schools are graded on the state’s academic accountability system largely based on how students perform on these standardized tests.

Related: What are Texas’ A-F school grades, and why do they matter?

“As with all aspects of the STAAR test and the A-F accountability system, it is important that there is transparency, accuracy and fairness in these high-stakes results,” Hinojosa wrote.

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Talia Richman

Talia Richman , Staff writer . Talia is a reporter for The Dallas Morning News Education Lab. A Dallas native, she attended Richardson High School and graduated from the University of Maryland. She previously covered schools and City Hall for The Baltimore Sun.

Dallas-Fort Worth home to some of the worst drivers in the U.S., per study

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    essay about knowledge and education


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    * Knowledge is a success - In today's world without education and the power of knowledge, it is not possible to succeed in life or even keep up with the fast-paced life. It is not just enough to have knowledge on a particular subject to succeed but it is also important to have knowledge about how to use it effectively to succeed.

  3. Knowledge And Education Is A Key To Success

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    education, discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships). (Read Arne Duncan's Britannica essay on "Education: The Great Equalizer.")

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    Knowledge and education are both important and typically in public education, success is measured in term of good exam scores. Examination has come to play an important role in educational system and it is unavoidable as its importance cannot be ignored. Even for surrounding people, …show more content…

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    Arts Essay on Education By Gaurav Mamgain - September 2, 2023 Here we have shared the Essay on Education in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words. Essay on Education

  19. Importance of Education Essay for Students in English

    Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community.

  20. Essay on Knowledge in English for Children and Students

    Short Essay on Knowledge - Essay 1 (200 words) Knowledge is awareness and understanding of something such as information, facts, narration or skills gained through education and experience by observing, discovering or learning. It refers to both theoretical and practical comprehension of a subject.

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    Our graduates are leaders and change agentsThe Special Education Doctoral Program is more than a traditional Ph.D. It's a transformative journey designed to create special education leaders who bring systemic change to educational and community settings. With a strong focus on inclusive education, we will prepare you with the skills, knowledge and relationships needed to drive structural and ...

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  25. Coaching classes are not temple of knowledge, says Vice President

    Vice President Jagdeep Dhankar addresses IGNOU's 37th convocation. He advised students to let go of doubts and insecurities. He said that coaching classes are a "status quo" rather than true intellectual exposition Vice President Jagdeep Dhankhar, has cautioned the students that coaching classes ...

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  28. 2024-25 FAFSA Student Aid Index Update and Timeline (Updated Feb. 16

    The Department will continue to assist our external partners through webinars, resources, and updates on the Knowledge Center.We also welcome our partners to continue to submit questions related to the 2024-25 FAFSA launch using the Contact Customer Support form in FSA's Partner Connect Help Center. To submit a question, please enter your name, email address, topic, and question.

  29. How are computers scoring STAAR essays? Texas superintendents, lawmaker

    The new scoring method rolled out amid a broader STAAR redesign. The revamped test — which launched last year — has a cap on multiple choice questions and essays at every grade level.