essay on right to education is a reality

Essay On Right To Education

500 words essay on right to education.

Education enables individuals to put their potentials to optimal use. Moreover, it makes them a thinker and correct decision-maker. This is possible because of getting access to knowledge from the external world. Thus, education opens new windows to the outside world. Through an essay on right to education , we will discuss its importance and benefits.

Importance of Right to Education

Education is an essential condition to free individual development. It is what can make a person fit for the tasks of citizenship. Moreover, when you are not educated, you will hardly understand politics or stay vigilant about national interests.

Thus, participation in state affairs is going to be negligible only. In other words, a citizen like that will be no less than a slave to others. This will prevent them from rising in the stature of their personality. Usually, others will make decisions for that person.

Consequently, it will be a failure of democracy. The right to education is a civil right that safeguards individuals from all this. While it does not guarantee an identical intellectual training of everyone nonetheless, it does provide provisions for that type of education.

Without the right to education, people won’t be able to get live their life as they wish to, especially those who cannot afford it. It ensures that everyone gets an equal right to education so that we all can develop as a society without leaving anyone section out.

Thus, the right to education can be life-changing for people who wish to change their lives and break the old-age cycle. It helps individuals to get equal access to education like any other citizen without any discrimination.

Benefits of Right to Education

There are many benefits which the right to education provides us with. Firstly, it has brought many changes in society in terms of ease of education. Further, it ensures a consistent fee structure for all.

In other words, schools cannot make any sudden hikes in fees so people don’t suffer from it. After that, it also ensures that everybody gets an education easily by making it available to everyone.

A lot of underprivileged students cannot find ample resources despite having talent. Thus, it ensures that they can rightfully pursue their education. Consequently, it increases the literacy rate of a nation.

This is without a doubt a great advantage for any country. Moreover, it removes any kind of discrimination especially for people belonging to different economic backgrounds. Similarly, it applies to disabled people as well.

Most importantly, it ensures that schools offer seats to those who cannot afford to pay their fees. Thus, it helps the underprivileged people to partake in it thereby making education reach all sectors of society.

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Conclusion of Essay on Right to Education

All in all, every citizen must get a chance to get access to education which will enable them to judge, weigh and make decisions for themselves. It is a life-changer for many people all over the world especially those belonging to the underprivileged sector to outshine.

FAQ of Essay on Right to Education

Question 1: Why is education important for child development?

Answer 1: Education offers children to learn with diversity. Thus, children will develop healthy social interaction by blending in with other kids belonging to different cultures and backgrounds. Moreover, it can boost their self-esteem and self-confidence.

Question 2: Why is the right to education important?

Answer 2: The right to education is essential as it is a human right and indispensable for the exercise of other human rights. Quality education strives to guarantee the development of a fully-rounded human being. Similarly, it is one of the most powerful tools which can lift socially excluded children and adults out of poverty.

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5 Must-Read Essays on the Right to Education

When the United Nations adopted the Universal Declaration on Human Rights, Article 26 asserted that all people have the right to education. That right appears in other documents such as the Convention on the Rights of the Child (1989) and in treaties about women and girls, refugees, migrants, and others. Many constitutions around the world also list education as a right. However, the right to education isn’t always upheld. To understand more about education as a human right, and where and why it’s often not a reality, here are five must-read essays:

“ Girls Can Change The World – But We Have To Invest In Them First ” – Malala Yousafzai

Writing for Time Magazine in 2018, Malala Yousafzai’s essay details the importance of educating girls. It’s short, but like all of Malala’s writing, it’s impactful. She opens with the sobering statistic that 130 million girls are not in school. Despite promises at the United Nations to guarantee that every girl will get 12 years of education by 2030, donor countries either halted or decreased their giving for education. Malala expresses her discouragement, but remains hopeful, drawing attention to the Malala Fund and impact of local activists and educators.

The youngest Nobel Prize laureate, Malala is a Pakistani human rights activist, with a special focus on female education. In 2012, the Taliban attempted to assassinate her since she was already a well-known activist, but she survived. The attack and recovery made her a household name, and she won the Nobel Prize two years later. She is a writer and current student at Oxford University.

“ Is Education a Fundamental Right? ” – Jill Lepore

A relatively-unknown Supreme Court Case from 1982, Plyler v. Doe addressed questions about education, immigration, and if schooling is a human right. In her essay, Jill Lepore writes that this case could become much better known as various lawsuits filed on behalf of immigrant children enter the court system. These are the children who are separated from their parents at the border and deprived of education. Using Plyler v. Doe as a guide along with the other cases both past and present, Lepore explores the issue of education as a fundamental right in the United States.

This essay appeared in the print edition of The New Yorker in September 2018 under the headline “Back to the Blackboard.” Jill Lepore is a professor of history at Harvard University and a staff writer for the New Yorker. Publications include the book These Truths: A History of the United States and This America: The Case for the Nation.

“ How to Improve Access to Education Around the World ” – Jan Lee

In this piece on the Triple Pundit platform, Lee takes a look at how Pearson, an education publishing and assessment service company based in the UK, is making an impact on education access around the world. In the United States, Pearson works on finding solutions for the social and economic problems that lead to low high-school graduation rates. Pearson also invests in low-cost private education around the world. The essay highlights how access to education can be improved through new educational technology for students with disabilities and outreach to underserved communities. Since this article was sponsored by Pearson, it doesn’t look at what other companies or organizations are doing, but it provides a good model for the kinds of actions that can help.

Jan Lee is an award-winning editorial writer and former news editor, whose work can be found Triple Pundit, JustMeans, and her blog The Multicultural Jew. On Triple Pundit, she’s written stories on a variety of topics, such as Leadership & Transparency, Data & Technology, and Energy & Environment.

“ Higher Education Is A Human Right ” – Heidi Gilchrist

It’s established that primary education is a human right, but what about higher education? In her essay, Heidi Gilchrist argues that it is. Looking specifically at the United States, her reason is that in order to access the American dream- which she calls the “ideal it [the country] was founded on” – people need higher education. As global society starts to depend more on technology and other complex systems, more and more jobs will require advanced degrees. In order to truly succeed and achieve their dreams, people will need higher education. Gilchrist offers another perspective on the issue, as well, writing that countries need people with advanced degrees to protect national security. Having higher education remain a luxury means only the wealthy can access it, and that harms a society in every regard.

Heidi Gilchrist is a Lecturer-in-Law at Columbia Law School and an Assistant Professor of Legal Writing at Brooklyn Law. In her previous career, she served as a national security analyst in the federal government, and as a laison to the FBI’s Joint Terrorism Task Force in New York City. She writes on national security and how it converges with human rights law and civil rights.

“ Public schools for private gain: The declining American commitment to serving the public good ” – David F. Larabee

In an essay that is both a history lesson and critical look at the pursuit of education as a “private benefit,” Larabee argues that this new view of schooling is dangerous. While in the past, school had been seen as a community where students of all backgrounds and finances mingle and receive opportunities, it’s morphing into just another capitalist arena. Wealthy parents are choosing private schools and focusing their resources there, while public schools and students struggle. School is becoming “a means of private advancement,” Larabee says, instead of a source of public good. This has serious long-term consequences.

David Larabee is a Lee L. Jacks Professor of Education, emeritus, at the Standard University Graduate School of Education. He describes himself as a “sociologically oriented historian of education.” He is also an author, most recently of 2017’s A Perfect Mess: The Unlikely Ascendancy of American Higher Education.

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Make the right to education a reality for all

As we mark International Day of Education, David Atchoarena urges countries to redouble their efforts to ensure no one’s right to education is denied

Today is International Day of Education , a moment not only to celebrate education’s powerful contribution to sustainable human prosperity, progress and peace, but also to assert its wider value – as a human right and as an important public good.

It is an opportune time to consider both what we have achieved in realizing the right to education and how far we have to go to ensure this right is realized for every woman, man and child, wherever they live in the world, whatever their background or personal circumstances.

The global challenges we face are enormous. Some 258 million children and youth still do not attend school, four million children and youth refugees are out of school, and 773 million adults around the world cannot read or write, most of them women. In too many cases, disadvantaged and marginalized groups remain excluded from participation in adult learning and education, as the new UNESCO Global Report on Adult Learning and Education points out. Their right to education is being denied. This is unacceptable.

UNESCO recently launched the Futures of Education initiative ‘to reimagine how knowledge and learning can shape the futures of humanity in a context of increasing complexity, uncertainty and precarity’. It is timely and much needed.

The UNESCO Institute for Lifelong Learning will play a vital role in shaping the future vision we need if we are to make education for all a reality. We are convinced that lifelong learning is essential for sustainable development. The challenges of the future demand resilient, creative populations, engaged in their communities and capable of adapting to change throughout their lives. We can no longer afford to neglect the skills and talents of millions of people, particularly those whose poor literacy and numeracy skills represent a huge practical barrier to reengaging either with education or with employment.

Only by adopting lifelong learning as the overarching principle for education planning and policy-making can we hope to build the kind of future these people deserve. Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality or breaking the cycle of poverty that is leaving millions of children, youth and adults behind.

More than 170 members of the UNESCO Global Network of Learning Cities (GNLC) testify to the fact that considering education from a lifelong leaning perspective is beneficial to all. Close cooperation between education stakeholders ensures that educational biographies are driving their services, preventing the loss of learners between different educational levels, and ensuring that there is a second chance also for those previously left behind. Moreover, learning cities around the world have developed and shared innovative solutions to the problems of climate change, inequality, the changing world of work, and many other critical issues. Throughout this week, UIL has been sharing examples of best practice from UNESCO learning cities.

Although many promising developments are on the horizon, progress against Sustainable Development Goal (SDG) 4 is too slow. We need to change track if we are to achieve inclusive and equitable quality education and lifelong learning for all. UIL and our partners worldwide have comprehensive expertise to ensure that learning opportunities are offered to all throughout life. I hence strongly urge UIL’s friends and partners to share their views on what the future of education should look like.

David Atchoarena is Director of the UNESCO Institute for Lifelong Learning

Reframing the right to education in a rapidly evolving world: Insights from UNESCO's Formal Dialogue

The dialogue brought to light a complex reality. While 62% of countries have legally enshrined the right to education, significant challenges persist. UNESCO's Assistant Director-General for Education, Stefania Giannini, underscored the “need to adapt and update” our international frameworks on education to address contemporary challenges such as digital transformation, climate change and the persistent and emerging challenges faced by vulnerable groups.

Deputy UN High Commissioner for Human Rights, Nada Al-Nashif, advocated for a reimagined approach to education, emphasizing “education and lifelong learning as a global public good” that fosters freedom, curiosity, and critical thinking.

Commitments to expand lifelong learning opportunities for all

Highlighting practical steps towards this vision, Mongolia’s Education and Science Minister Enkh-Amgalan Luvsantseren shared insights into his country’s recent landmark education reforms, stating “we are putting this into practice by ensuring the right to education through our deeds, not just words.” These reforms exemplify a commitment to inclusive, quality and lifelong learning opportunities for all.

Portugal’s Education Minister João Costa stressed the importance of an inclusive education system, arguing “if an education system is not inclusive, it is not a quality education system” and highlighted the need to promote democratic values through education in the face of populism, racism and radicalism.

The two interactive discussions, moderated by UNESCO’s Director for the Division for Policies and Lifelong Learning Systems, Borhene Chakroun, and the UN Special Rapporteur on the right to education, Farida Shaheed, invited all participants to engage in a global reflection, gathering their inputs and comments on the scope of the evolving right to education framework.

The dialogue concluded with a general agreement: to begin the process of expanding the international normative framework on education, ensuring legal underpinnings align with the Transforming Education Summit's vision. This includes enhancing the state obligations on education quality, equity and inclusion, and advancing towards universal access to free education.

This gathering marked a pivotal step in redefining the right to education and aligning it with the needs of our rapidly changing world.

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Right to education

This page is about the right to education and how it must be put into place for every child as a fundamental human right.

What is the right to education, how many people are denied the right to education, why does it matter, what do we mean by a right to education, who is responsible for enforcing the right to education, what do governments need to do to about the right to education, what must countries do to meet their obligations.

Education is a basic human right for all and is important for everyone to make the most of their lives. Other human rights include the right to freedom from slavery or torture and to a fair trial.

Having an education helps people to access all of their other human rights. Education improves an individual’s chances in life and helps to tackle poverty.

According to the the most recent figures available from the UNESCO Institute for Statistics in July 2016 , 263 million children and youth are out of school.

This includes 61 million children who should be in primary school, 60 million of lower secondary school age (ages 12 to 14) and 142 million who are aged between 15 and 17.

Girls and children from sub-Saharan Africa are most likely to be missing out on their education.

Armed conflict also means that children struggle to get an education – 22 million children of primary school age are affected by this. 75 million children and adolescents have had their education directly affected by conflict and emergencies.

Education reduces poverty, decreases social inequalities, empowers women and helps each individual reach their full potential.

It also brings significant economic returns for a country and helps societies to achieve lasting peace and sustainable development. Education is key to achieving all other human rights.

Every person is entitled to a quality education without discrimination, which means:

A compulsory free primary school education for every child
Secondary school (including technical training) must be available to everyone – states must work towards providing this for free
Higher education must be equally accessible, with countries working towards the goal of making this free
Fundamental education for those who missed out on primary school should be encouraged and available

It also means parents have the right to choose schools for their children and for individuals and organisations to set up schools that meet minimum standards.

Theirworld also believes that every child should have access to two years of free, quality pre-primary education.

Governments must provide good quality education and make sure all children can access it, without discrimination.

This is an international legal obligation and governments can be held accountable for failing to provide education for all its citizens.

Education has been recorded as a basic human right in international law since 1948. It is included in many documents and treaties including:

Universal Declaration of Human Rights (1948)
Convention Against Discrimination in Education (1960)
International Covenant on Economic, Social and Cultural Rights (1966)
Convention on the Elimination of All Forms of Discrimination against Women (1979)
African Charter on Human and People’s Rights (1986)
Convention on the Rights of the Child (1989)
World Declaration on Education for All: Meeting Basic Learning Needs (1990)
The Dakar Framework for Action: Education for All (2000)
Convention on the Rights of Persons with Disabilities (2006)
UN General Assembly Resolution on the Right to Education in Emergency Situations (2010)

Governments must guarantee that education in their country or state is:

Available. There must be adequate materials, classrooms, trained teachers and so on – so that a quality education is available to every child.
Accessible. Schools must be within reach, suitable for disabled children and fit for purpose. They must be affordable for all children. There must be no discrimination for gender, race, religion or any other reason.
Acceptable. Education must be of a high quality and include relevant information that is appropriate. Children with disabilities have the right to the same quality of education.
Adaptable. Schools and school systems must be suitable for the communities they serve.

Governments have to make sure all children can get the education they are entitled to by doing the following:

Removing anything that prevents access to quality education, such as repealing laws that cause discrimination
Preventing individuals or groups from stopping children from being educated
Taking steps to make sure children can get a quality education – this could include building schools or training teachers

The international community knows that achieving the full extent of the right to education will take time and resources.

Governments must put plans in place to meet the minimum standard of free, compulsory primary education and then take steps to extend the right to education to every child.

The right to education without discrimination is part of the minimum standard and must be created immediately.

It’s very important that governments continue to work towards the full right to education and don’t allow plans to stall or be delayed.

As well as governments, other organisations and individuals play a part in making sure that all children can access quality education. These include intergovernmental agencies such as UNESCO, international financial institutions, businesses, civil societies and parents.

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THE REALITY OF RIGHT TO EDUCATION

Related Papers

Delhi Publication

SANTU BISWAS

The title of the RTE act incorporates the words 'free and compulsory'. 'Free education' means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. 'Compulsory education' casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age groups. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

SANTOSH PAL

The importance of education cannot be denied in one’s life. It sustains the human values which contribute to the individual and collective well-being. The Right to Education Act (RTE), 2009 is undoubtedly one of the landmark regulations in the education sector in republic India. It aimed at providing momentum to India’s vision of making education compulsory for all. The RTE Act attempts to provide every child, between the age group of 6-14 years, the right to quality and equitable elementary education in a formal school. It focuses on educational inputs – infrastructure, teachers, and books etc. It is related to public interest so attention needs to be paid to assessing its impact on learning outcomes. This study attempts critical appraisal of the implementation of RTE Act 2009 in Parishadiya Vidyalayas of country. The study will also explore the steps taken by states for implementation of RTE Act, 2009 so far and their difficulties in proper implementation of the Act. The key point...

Interal Res journa Managt Sci Tech

Being a welfare state, we cannot afford to take risk in educating our citizen. India is home to 19% of the world's children. India also has one-third of the world's illiterate population, which is a worrisome trend. Each and every citizen of India has been mandated by our constitution to receive free & compulsory education up to elementary level without any discrimination. Apart from constitutional remedies, various other efforts have been made to champion the cause of ‗Education for All'. However, despite best of efforts, education for all could not become a reality. The Government of India (GoI), in its effort to provide education for all, took further serious and bold steps by way of making education a fundamental right (FR). This was possible by amendment of constitution in the light of Hon'ble Supreme Court judgement (1993) to make education as FR and making of right to education a FR (the 86 th constitutional amendment). Despite best of possible efforts, we are yet to provide our population a compulsory education (in an inclusive and enabling setting). Condition of PWDs is indeed very pathetic on international parameters. There are many hindrances which sabotage the efforts of our government and in the future amendments, this need to be addressed. Present paper tries to trace the origin, feature, drawbacks, its effect and possible amendments.

shravanthi suresh

Pramati Educational and Cultural Trust & Ors v. Union of India was a petition taken up by the Supreme Court, as a reference made by a three-judge bench of the Supreme Court by a decision in 2010 in the case of Society for Unaided Private Schools of Rajasthan versus Union of India. The Apex Court’s decision by a constitution bench comprising of Chief Justice R.M.Lodha, Justice A.K.Patnaik, Justice Sudhansu Jyoti Mukhopadhaya, Justice Dipak Misra and Justice Fakkir Mohamed Ibrahim Kalifulla on the the Right to Education came out last week, after which, schools run by minority communities inclusive of aided or unaided minority institutions no longer have to oblige to the provision of the RTE Act where in, one had to reserve a minimum of 25% seats for the backward community/ classes. The RTE Act is still held to be Constitutionally valid, but such “minority schools” are no longer obliged to follow the same. On the other hand, private unaided institutions are not exempted as there was no violation of their right under 19(1)(g). For one to be exempted, one has to fall under the category of “Minority Institution”. Stating that minorities have the constitutional right to run and administer educational institutes, the five-judge bench said Parliament could not alter these rights under its powers of Article 21A. The RTE Act mandated all schools to admit at least 25% students from the economically weaker sections of society. The Bench upheld the validity of the RTE Act and also for reservation of the SC/ST and OBC in all Educational institutions except minority institutions. The court said: "We hold that the Constitution (Ninety-Third Amendment) Act, 2005 inserting Clause (5) of Article 15 of the Constitution and the Constitution (Eighty-Sixth Amendment) Act, 2002 inserting Article 21A of the Constitution do not alter the basic structure or framework of the Constitution and are constitutionally valid." "We accordingly hold that none of the rights under articles 14, 19(1)(g) and 21 of the Constitution have been abrogated by Clause (5) of Article 15 of the Constitution and we hold that the (Ninety-third Amendment) Act, 2005 of the Constitution inserting clause (5) of Article 15A of the Constitution is valid," the court said. One may state that the fundamental right to Education was given to the minorities in order to ensure that the rights of these minorities are protected and promoted, but the practice today is something else, as majority of the students studying in the minority schools belong to majority groups, even the few minority group children are generally from the upper strata of the society. Further, these minority schools charge a big number as tuition fees which itself fails the very purpose of such a minority group institution in itself. These institutions are more of a business/ money making idea than an institution to provide and impart knowledge and education, and thus by imparting knowledge not being the key reason behind its existence, these minority institutions defeat the original intention of the Constitution. "

Anurag Akhand Sharma

Euro Asia International Journals

World affairs: The Journal of International Issues

chirag nagpal

After crossing many barriers, the Right of Children to Free and Compulsory Education Act 2009 (RTE Act) was passed by the Indian Parliament on 4 August 2009 and came into force on 1 April 2010. It provides free and compulsory elementary education to children in the 6–14 age bracket. The new statute makes it obligatory for state governments and local bodies to ensure that every child receives an education in a neighbourhood school. The Act's implementation should directly benefit close to ten million children who do not go to school at present. However, the RTE Act will face many challenges. The Herculean task for the government will be to provide basic requirements like books, classrooms, infrastructure and qualified and trained teachers. Further, huge financial support from and a tremendous involvement from citizens will be required. Discussed here are various provisions of the Act and suggestions on some policy measures to help achieve targets.

On April 1, 2010, India joined the league of over 130 countries that have made legal commitments to provide free and compulsory education. The Right to Education (RTE) Act, 2009 ensures ‘Education For All’ in terms of free and compulsory elementary education for children aged form six to fourteen years. Despite the fact that the Act does not address the critical foundation years fo children below the age of six years, it have been welcomed as a critical first step. Free and compulsory elementary education was made a fundamental right under Article 21 of the Constitution in December 2002, by the 86th Amendment. To quickly recap the recent steps in the journey of the RTE Act 2009: the 86th Amendment Act, 2002, made three specific provisions in the Constitution to facilitate the realization of free and compulsory education to children between the age of six and fourteen years as a Fundamental Right. These were (i) adding Article 21 A in Part III (Fundamental Rights), (ii) modifying Article 45, and (iii) adding a new clause (k) under Article 51 A (Fundamental duties), making the parents or guardian responsible for providing opportunities for education to their children between six and fourteen years. In translating this into action, the ‘Right of Children to Free and compulsory Education Bill’ was drafted in 2005. This was revised and became an Act in August 2009, but was not notified for roughly seven months. After much dithering for almost seven years subsequent to the 86th Amendment to the Constitution, the RTE Act 2009 received presidential assent on 26th August 2009 and came into force form, April 1, 2010, taking forward the agenda of free and universal elementary education.

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH

Dr. Provashis Mondal

Education, in the present day context, is without doubt the single most important means that has the potential to construct the destiny of both an individual and of the whole nation. Education, therefore, deserves the best of our attention and planning. But what is worrying is the fact that even after 70 years of independence we are still miles away from eradicating the menace of illiteracy. To uproot this evil the parliament executed 86th constitutional amendment and introduced article 214 in the year 2002 which made Right to Education a fundamental right. Providing free and compulsory education to the children between 6-14 years of age is the main precept behind this Act. All the stakeholders of education like parents, schools, society, states as well as central Governments are incorporated in this act to carry out the objectives smoothly. Still there are certain issues and challenges regarding this act which require discussion and elaboration for a proper implementation of the act. Key Words: Right to Education

Research Journal of Educational Sciences

seema shukla ojha

Essay on Education As A Human Right

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

Let’s take a look…

100 Words Essay on Education As A Human Right

Introduction.

Education is a basic human right. This means that every person, young or old, should have the chance to learn. This is important because education helps people grow, understand the world, and make good choices.

The Importance of Education

Education is not just about reading and writing. It’s also about learning skills for life, like how to solve problems and work with others. Education helps us become good citizens who can contribute to society in positive ways.

Education and Equality

Education is a powerful tool for equality. It gives everyone, no matter their background, a chance to succeed. When everyone has access to education, we can all have equal opportunities to achieve our dreams.

Barriers to Education

Sadly, not everyone gets the chance to go to school. Some people face problems like poverty, war, or discrimination. It’s important to fight these problems so that everyone can enjoy their right to education.

In conclusion, education is a human right that everyone should have. It helps us grow, understand the world, and achieve our dreams. We must work hard to make sure that everyone has the chance to learn.

250 Words Essay on Education As A Human Right

Understanding education as a human right.

Education is like a key. It opens doors to knowledge, skills, and opportunities. It is not just something nice to have, but a basic human right. This means every person, no matter who they are or where they come from, should have the chance to learn.

Education helps us understand the world around us. It teaches us how to read, write, and count. But it also teaches us about different cultures, how to solve problems, and how to work together. Education makes us better citizens, ready to contribute to our communities.

The Role of Governments

It is the job of governments to make sure everyone gets an education. This is because education is a right, just like the right to be safe or the right to be treated fairly. Governments should provide schools, hire teachers, and make sure learning is accessible for everyone.

Sadly, not everyone gets the education they deserve. Some people live in places with no schools. Others cannot afford to learn. Some are kept out of school because of their gender or disability. These barriers are not fair and go against the idea of education as a human right.

The Way Forward

To make education a reality for everyone, we need to work together. We should support policies that make schools available and affordable. We should also fight against discrimination that keeps some people out of school. By doing so, we uphold education as a human right.

In conclusion, education is more than a privilege, it’s a human right. It’s a powerful tool that empowers individuals and transforms societies. Hence, it should be accessible and available to all without any discrimination.

500 Words Essay on Education As A Human Right

What is education.

Education is a process where we learn new things. It is not just about reading books or doing homework. It is about understanding the world around us. It helps us to think, ask questions, and find answers. Education is like a key that opens the door to knowledge and wisdom.

Education as a Human Right

The right to education means that every person, no matter who they are or where they come from, should be allowed to learn. This right is so important that it is written in a special list of rights called the Universal Declaration of Human Rights. This list was made by the United Nations, an organization of countries from around the world. They agree that education is a basic human right.

Why is Education a Human Right?

Education is a human right because it helps people live better lives. When we learn, we can make good decisions. We can find jobs that we like and that pay us well. We can understand what is happening in the world and make choices that are good for us and for others. Education also helps us to respect other people and their rights. It teaches us that everyone is equal and deserves to be treated fairly.

Governments have a big job to make sure that everyone can go to school. They need to build schools, train teachers, and make learning materials. They also need to make sure that schools are safe places for everyone. Sometimes, this can be hard. Some countries do not have enough money. Some places are too far away from schools. But, even when it is hard, governments must try their best to make education available for all.

Our Role in Education

We also have a role to play in making sure that everyone can learn. We can speak up when we see that someone is not able to go to school. We can help our friends with their studies. We can also learn about the rights of others and respect them. When we all work together, we can make sure that education is a right for everyone.

Education is a key that can open many doors. It is a right that belongs to all of us. We must make sure that everyone, no matter who they are or where they come from, can use this key. When we do this, we make the world a better place for everyone.

Remember, education is not just about going to school and getting a degree. It’s about understanding right from wrong and having the knowledge to stand up for your rights. It’s about gaining the skills to do the job you want to do. It’s about being able to make good choices in life. So, let’s all work together to make sure everyone gets the education they deserve.

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

If you’re looking for more, here are essays on other interesting topics:

Essay on Education And Success
Essay on Education Amidst Pandemic
Essay on Breast Cancer Awareness

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Essay on Education for All: Myth or Reality?

September 30, 2019 by Sandeep

“What is really needed for the democracy to function is not knowledge of facts, but the right education” – Mahatma Gandhi

The education for all movement was started by UNESCO (Dakar, 2000). It is a global movement to address and provide for educational needs of children, youth and adults.

It started after the Dakar conference which was held between 9th and 12th July 1987. It was first launched in 1990 with an aim to bring “benefits of education to every citizen in every society” with the help of national governments, civil societies and development agencies like World Bank and UNESCO. They had six specific education goals to be achieved by 2005 and 2015.

In India, this started as a means to provide free and compulsory education to all belonging to the age group 6-14 years old by 2010.

Education for all is guaranteed and protected constitutionally and by law through the Right to Education Act of 2009 under Article 21 of the constitution , thus making right to education a fundamental right as per the Supreme Court decision in 1993.

The government of India recognises the need for primary education to help people acquire quality education and therefore has set up various government schools that are looked after by the local authorities; other than these there were five different schools set up namely Kendriya Vidyalaya, Navodaya Vidyalaya, Sainik schools, Tibetan schools and Railway schools each of them serving different purposes.

Government also launched various schemes like Sarva Shiksha Abhiyan whose overall goals included – children in school, reducing gender and social gap in terms of access to education, quality elementary education and universal retention.

Other initiatives by the government include schemes like Operation Blackboard, Non formal education schemes, Teacher education, Mahila Samakhya etc.

It also came up with District primary education program, launched in 1994, that aimed at bridging the gaps and improving education in the most inaccessible areas or in areas with lowest female literacy rate and to improve the quality of primary education.

Operation Blackboard scheme was launched by the central government to provide basic institutional and structural aid to government schools that were necessary for teaching.

The National Literacy Movement was launched in 1988 to help educational benefits reach adults too. During the period 1988 to 2008, 127.45 million persons were made literate through NLM interventions.

The NLM was recast in 2009 and its new variant the Saakshar Bharat (Literate India) Mission was launched in September 2009 with a renewed focus on female literacy.

The Mission seeks to impart functional literacy to 70 million adults (60 million females) in the age group of 15 years and above.

The government, as a part of food and nutritional security as well as to reduce absenteeism from primary schools, launched the mid-day meal program.

This program served children of primary government schools basic meal (as per the nutritional quantity needed) for the day so that their basic nutritional requirements are fulfilled and would lead to reduction in absenteeism, full stomachs which would increase retention and fall in dropout rates along with achieving food and nutritional security for these students. Despite these strong initiatives by the government education is still inaccessible by many.

Accessibility and Affordability of education

Education is still a far fetched dream for many, especially for the ones living in poverty, in tribal areas or those who are unaware. Accessibility and affordability of education is a rising issue in a democratic country like India. The government only contributes 2.7 percent of the GDP towards education.

The plight of tribal education is unheard by the state, thanks to some NGO’s working towards to this greater social cause. The tribal literacy rate stands only 59 percent as opposed to the country wide literacy rate of 74 percent. Tribal have been deprived economically, socially and as humans throughout history.

They haven’t had access to good roads, basic amenities, electricity, basic food, land and other necessities required for adequate growth and social upliftment. Government in order to help them has provided 1470 hostels only for ST students.

It has rolled out various educational schemes like establishment of ashrams for girls and boys separately; Post matric scholarships for financial assistance, Eklavya model residence schools to provide medium and high quality education to ST students.

But all of these have certain institutional problems, like they aren’t handled well by the state government authorities, at times the state institutions do not want to bear the financial responsibility of the students or some have poor infrastructure, low quality teaching staff or low maintenance.

Other problems for tribal education include – language barriers, affordability (because of corruption at many places), poor student and teacher relations, distance from home to schools, and basic structural amenities required for schooling are absent which include books, notebooks.

Another issue that makes education a myth for many people is the poor quality of infrastructure. There are still about 16.3 percent (primary) and 4.8 percent (upper primary) schools that still do not have basic drinking facility as per 2004-05 and 2005-06. There are 51 percent of primary schools (2004-05) that lack basic toilet facilities.

Schools in village areas are still prone to caste, class and gender discrimination. Students of fifth or sixth grade have to clean latrines or dry latrines because they belong to a particular lower caste or community, they are made to sit in different lines, and they are not allowed to drink water from the same glass and so on.

This discrimination makes it difficult for them to get quality education, to concentrate and thus increases rates of drop outs and absenteeism from schools.

Another reason why education is restricted is the availability of medicines to treat illness like ring worm, cholera etc that are quite frequent in rural or urban poor areas. They have no definite and quality medicinal access and try to quit education to avoid the “additional expenses”.

Education to females has been affected by a number of reasons numero uno being orthodox myths and beliefs. In some areas small girls often help their mothers when they are out for work on field or to collect water. They are often restricted by family rituals and beliefs that pull them back or drop out of schools after a certain standard.

Some are married off early, while some families fear that if girls go out they will come under bad influence or will be not be treated well by the society so they are restricted to their own houses. Some areas where girls are allowed schooling do not have basic toilet or drinking facilities.

Unavailability of basic latrines makes it difficult for girls to attend schools during those days of the month due to unhygienic conditions. It also paves way for other diseases and infections.

While accessibility and myths are an issue, affordability of education is a huge problem for many. Many families can’t afford quality education in private schools because they demand huge donations, large fees or some high level aptitude tests for which rural or students from poor background aren’t ready.

These families cannot afford private education and have to choose government schools that lack infrastructure, sanitation, quality of teachers and quality of study material. Some government schools don’t even have adequate facilities like good benches, blackboards or even buildings.

About 51 percent of the primary schools (2005-06) lack boundary walls and around 3 percent of the primary schools lack adequate school buildings.

Apart from these factors, distance from school also increases dropouts or absenteeism. Children who have to travel a lot without proper food or medicines fall sick often which leads them to discontinue. It tends to increase their overall cost of schooling. For girls, travelling this long is neither an option nor a choice of their family members.

At times, vernacular language holds children back in most of the English medium schools. They are humiliated, considered of low rank which deteriorates their self esteem and confidence and eventually diverts them from learning.

Education for all is still a dream in India that dwells in poverty , in the rural parts, in the tribal areas and the ones belonging to a particular community. It has to do more with goals like zero hunger, accessibility to all and affordable by all, not alone literacy levels but quality education that is given equally to all.

Another aspect to education is the difference of schooling between private and government schools and the difference through boards i.e. the state, central and international boards. It is not enjoyed equally by all; the textbook matter differs board wise which produces difference in skill sets and knowledge of an individual.

Though online training’s and apps like SWAYAM (an government initiative) along with initiatives by foundations like Teach for India bridge this gap and are trying to provide quality education free of cost or with a minimal charge.

Yet the basic schooling like poems, difficulty level in subjects like mathematics and science create a problem when it all comes down to results of 10th and 12th boards.

As far as hostel facilities are concerned to be a solution of travelling cost and distance, they are not looked after well by the government. Some lack basic amenities, infrastructure while some do not have good quality food essential for an individuals’ growth.

Education for all still remains a dream in these areas. It isn’t a myth completely as government has, at each time, taken adequate steps to ensure every child is educated and is provided with the bare minimum necessities for schooling. It has through various programs tried to reduce the number of dropouts and increased the Net enrolment rate to almost 73 percent in 2011.

It has reached to the most inaccessible areas to provide education. Through schemes and training programs for teachers there has been a decrease in cases of discrimination. Along with Swachh Bharat Abhiyan clean latrines and availability of the same isn’t a dream anymore.

Yet, there are institutional and delivery failures that need to be addressed immediately so that it doesn’t remain a myth anymore. Government should develop measures to bring about equality in quality of the knowledge provided by each board yet try to keep the diversity it gives students.

Public schools should be externally funded too so that they are maintained and families do not hesitate to send their children to government schools. There should be awareness of policies and schemes in the tribal and rural areas of India, to be undertaken by the educational officer of each district and other fellow volunteers.

The goal of quality education has to be realised with the goal of zero hunger, by ameliorating the system of mid-day meal schemes and nutritional security.

Moral Teaching: Why Kant's Ideas On Education Are More Valid Than Ever

BOGOTÁ — Immanuel Kant, one of the most influential of Western philosophers, was born 300 years ago on April 22. He was a leading proponent of the ideas of the 18th century enlightenment, proposing the "categorical imperative" of ethical conduct based on objectivity and reason, not religious injunctions.

His ideas on teaching are to be found in three of his books: On Pedagogy, including his lecture notes from the University of Königsberg and published weeks before his death in 1804, the last chapter of Anthropology From a Pragmatic Point of View (1798) and What is Enlightenment? (1784). Kant was (together with Hegel) one of the few philosophers who taught for a living.

Kant would not like us today

He was reputedly so punctual that neighbors adjusted their watches on seeing him leave home for a walk at 3:30 p.m. Yet he was so moved reading Jean-Jacques Rousseau's Émile or On Education that he interrupted the afternoon walk for several days. The neighbors can only have imagined he was ill.

Judging by the titles he chose for his books, it is unlikely his virtues included modesty: Critique of Pure Reason (1781), Metaphysics of Morals (1797) and Critique of Practical Reason (1788). Kant's central thesis is that education's role is to help youngsters attain maturity, which means an ability to think freely and judge morally. He thus tackles the most important question in teaching: why teach what we are teaching?

Today, he would be a critic of socio-cultural polarization as it conveys little reflection and far too much zeal. He would also reject indoctrination wherein a teacher makes students think as he or she does, violating the learner's freedom. He would assuredly deride the language used today in politics, public life and online as in most cases this violates the categorical ethical imperative that entails respecting others, whatever their views or rationale.

A good philosopher will not "teach'" philosophy but the art of thinking.

Thinking independently requires courage, good teachers and systematic effort, which is why most individuals will happily repeat what their teachers, parents or political leaders say or the books they like to read. This creates a comfort zone that avoids the effort and risk of making judgments or stating ideas. It also means somebody else thinking and deciding on your behalf.

To think then is to exercise freedom and win autonomy, and a good philosopher will not "teach'" philosophy but the art of thinking. The ultimate goal of education, for Kant, was to aid pupils win their freedom and their moral and cognitive autonomy, both individually and collectively. This emphasis on the ethical and collective distances him from the "proto-romantic" Rousseau, who inclined toward spontaneity and individualism .

In contrast with animals who quickly learn what they will do in life and guide themselves with instincts, Kant says "man is the only creature that must be educated" into a being "able to perfect himself," and who has a "pragmatic predisposition toward becoming civilized through culture."

Stanislas Dehaene, a French scientist , picks up on this by describing us as members of Homo docens , the self-teaching species. This means that governments are obliged to assure everybody a good education, which isn't the case. In Kant's terms, people are only what education makes of them, which makes our two most complex and vital tasks in life "the art of governing and the art of educating."

How to become an adult

How then could we become adults through education? Kant sees three conditions for this: discipline, care and upbringing.

Discipline should be instilled at the youngest age as it becomes impossible to impose later on, and there Kant differs substantially from Rousseau. As if he had foreseen the norm of permissive families in our age, he wrote that if the child is "left to his own free will in youth and given no resistance, he will surely remain a little wild throughout his life."

We can see this with the modern youngsters today used to having their way, as their parents saw fit to pander to their whims and egocentrism. As they were never taught about it, they know nothing of either empathy or collaboration .

Kant analyses the tension between coercion and freedom. In his terms, "I must accustom my pupil to accept his freedom to be restrained, while guiding him so he can make good use of his freedom." Coercion has no sense here if freedom is not the objective, yet that goal will not be attained without obedience in a young child.

Kant remains a great teacher for us today, and his ideas, as valid as ever.

Plato said it before: There are two pernicious excesses to be avoided when educating youth: excessive severity and excessive indulgence . The balance between is difficult to attain but is essential to a good education. Children will become fearful and submissive if parents and teachers are oppressive, and indolent and capricious if perpetually cushioned with permissiveness.

Care is the second condition, akin to the constant attention given to an infant to assure its survival. Without the right care, children and adolescents may resort to force in their relations, though too much attention may be stifling.

As for the third condition, upbringing, Kant sees it as a guarantee of civilized living. It is the positive part of education that humanizes and turns a child into a fully-fledged human being, and that, as he stated in 1798, means "moral self-determination." The individual requires culture and moral criteria to live with others, which means teaching children with foresight into a "possible and better future state" in terms of human perfectibility.

The current state of affairs

Kant was well aware none of this was to be found in the schools of his time, whence his proposal of experimental schools to test his ideas before using them in public education. Today, we would call them teaching innovations. The teacher Inés Aguerrondo used to favor experimentation as pushing the "limits of what is possible" by interrupting the educational routine .

There are many, many people over the age of 18 in Colombia and Latin America, who have yet to become adults or mature in the Kantian sense, as they are incapable of judging independently. And Kant would surely think the same of Americans in the United States, if he were here today and informed of the candidate Donald Trump's reelection chances . What would he think of education in Argentina, where people recently voted for the angry, vociferous Javier Milei ?

Kant remains a great teacher for us today, and his ideas, as valid as ever . Our authorities should work to ensure children will grow to become the best adults they can be, in moral and intellectual terms, and fill the gaping gaps between this ideal and reality.

Our teachers are far from perfect when it comes to training and rigor, while youngsters tend to reject the risks of thinking freely. In Colombia, the state has given negligeable support to experimental schools. With this state of affairs, we can be sure people will remain immature, and their democracies, wild and primitive .

Like our content? Follow us for more. This article first appeared on Worldcrunch.com It was translated and adapted by Worldcrunch in partnership with EL ESPECTADOR . For the latest news & views from every corner of the world, Worldcrunch Today is the only truly international newsletter. Sign up here .

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José Vilson: Good Math Education Is a ‘Civil Right’

The middle school math teacher, author, and lecturer on holding high expectations for every child and prioritizing mathematics in the same way we do literacy.

Nearly two decades ago, when José Vilson was studying to become a teacher, an alarming rise in high school dropout rates was worrying educators and monopolizing news headlines nationwide.

Eager to make an impact, Vilson set his sights on the middle grades: “I thought that if I wanted to make a difference when it came to altering these rates, it would happen in middle school, because that’s where you develop the foundational skills to build up your algebraic and geometric thinking.”

If he could successfully teach middle school students math—as well as the skills and mindsets to persevere through challenging work—young adolescents would enter high school better prepared for complex math as well as the ups and downs of college and careers, he reasoned.

After teaching math to middle school students in New York City for 15 years, Vilson hasn’t wavered from his early-career commitment. In fact, today he’s unequivocal in arguing that aiming for mere proficiency in math is inexcusable. Rather, math is an essential “civil right” that’s as important to master as reading and writing.

Vilson is the author of This Is Not a Test: A New Narrative on Race, Class, and Education , and his writing has been published by The Atlantic , The New York Times , and CNN. A popular speaker, he’s presented at TED, the American Research Association, and the National Council of Teachers of Mathematics. He is cofounder and executive director of EduColor , an organization aimed at increasing the number of educators of color in classrooms. Currently, Vilson is completing his doctorate at Columbia University, researching barriers facing teachers of color in schools.

I spoke with Vilson about the secret sauce for connecting kids to abstract math, the importance of back-pocket questions as a metacognitive tool, and math as a “lever for change.”

BORYGA: In a 2017 talk , you discuss the importance of having high expectations for your middle school math students. What do you mean by high expectations?

VILSON: For me, high expectations aren’t about using math to challenge kids in a way that punishes them or weeds them out from the field. I fundamentally believe that if I was able to master this complex math, then you can too. It’s that simple.

I tell my students, “I don’t want to hear about you not being a math person. Math is already within you. You’re doing math all the time, voluntarily and involuntarily.” The other thing I say is that even if you think you won’t use math in your everyday life, you still have the capacity within you to do it.

It’s interesting: The times when students believe the math they’re learning isn’t relevant is when they can’t connect with it. When I can find ways to help them connect to the math, those questions never come up. That speaks to the importance of building deep and sustainable connections with the material.

BORYGA: What do you mean when you say that, for students of color in particular, math is a civil right?

VILSON: Educator Robert P. Moses was instrumental in helping me think about how math and numeracy ought to be a civil right in the same way that we think about literacy. In his book Radical Equations: Civil Rights From Mississippi to the Algebra Project , which he cowrote with Charles E. Cobb Jr., he talks about how when someone is illiterate, generally people say, “Oh, that’s a crime. We need to fix that.” When it comes to math, that usually isn’t the case.

And yet, in the media, in policies, or in our personal fiscal matters, numbers matter a ton. But when students don‘t know how to interpret the numbers in front of them, people say, “Well, they could just use a calculator.” They make it seem like it’s not that bad. Or they think, “I wasn’t good at math; it’s OK if my child isn’t good at math.”

My feeling is that math is not reserved for a specific set of people who may acclimate to narrow expectations of how to do math. It is for everybody. When I say it’s a civil right, I mean that we all deserve to learn the best math possible. We should be saying, “Wait, you’re innumerate? We need to fix that immediately.” Everything we do for reading, we should do for math.

BORYGA: Why is math so important—why should we take an all-hands-on-deck approach to teaching it?

VILSON: When you join numeracy with literacy, you can better understand other subjects, like social studies or science. To understand what is happening with climate change, for example, you need to understand exponential functions and how they work.

Many of us don’t know the basic tenets of math that can provide us access to the things that are affecting us right here and now in a profound way. Basic algebra, geometry, statistics—these are foundational texts for how the world works. Giving students the ability, and the right, to access those texts is important.

.css-1ynlp5m{position:relative;width:100%;height:56px;margin-bottom:30px;content:'';} .css-2tyqqs *{display:inline-block;font-family:museoSlab-500,'Arial Narrow','Arial','Helvetica','sans-serif';font-size:24px;font-weight:500;line-height:34px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;}.css-2tyqqs *{display:inline-block;font-family:museoSlab-500,'Arial Narrow','Arial','Helvetica','sans-serif';font-size:24px;font-weight:500;line-height:34px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;} When I say it's a civil right, I mean that we all deserve to learn the best math possible. .css-1ycc0ui{display:inline-block !important;font-family:'canada-type-gibson','Arial','Verdana','sans-serif';font-size:14px;line-height:27px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;text-transform:uppercase;padding-top:24px;margin-bottom:0 !important;}.css-1ycc0ui::before{content:'—';margin-right:9px;color:black;font-size:inherit;} José Vilson

BORYGA: Your new book , due for publication in 2025, explores how to translate “abstract and intangible math concepts” into concrete understanding for students. What types of strategies do you recommend for teachers in classrooms?

VILSON: The idea is to push students to take a step back, tap into what they already know, and use that understanding to help them scale up to more complex concepts that they may not have previously felt they could access.

For example, too often people think the equal sign signifies an answer. But to effectively teach kids algebra, we must explain that an equal sign is also about balance. One of my favorite lessons is to have students imagine we’re going to balance two items on a scale. Because I’m in New York, I’ll choose items they’re familiar with, like bagels and paper bags. I’ll draw a set of bags on one side of the scale and bagels on the other side and show them that to achieve balance, I can put any number of bags and bagels on each side of the scale or a mix of each on either side.

This understanding allows us to get into algebraic equations and the idea that when students see the equal sign in Algebra I, their first thought shouldn’t be The other side has to be equal to a constant number . No, it could actually be equal to something that is also a variable. And this inevitably leads to understanding polynomials and all sorts of functions.

BORYGA: For many kids, math anxiety can limit their willingness to take risks and make mistakes. How do you work with that reality in your classroom?

VILSON: By the time students got to me, they may have already had at least six years of not feeling confident about math. You can imagine the level of anxiety they have.

Something I do is lean into what I call a questioner stance. It’s me saying, “Let me offer questions to you that you can keep in your back pocket whenever you don’t feel confident.” This posture helps when you’re one teacher with 30 or 35 students, but it also improves students’ confidence in their ability to learn on their own.

When students get stuck on a problem, I ask them a series of questions to try and figure out where they’re having trouble. Then I try to scaffold things for them. But at the precipice, when they’re just about to get it, I say, “OK, you got it from here. I’m not going to tell you yes or no.” Then I walk away.

At first it’s frustrating for students because they want validation. But I delay that gratification enough for them to feel confident in themselves when they’re able to figure out the solution. And hopefully, the next time they get stuck, they hear my voice in their head guiding them and ask themselves similar questions. I’ve found that this usually helps quell some of their math anxiety.

BORYGA: You’ve said, pretty famously on Twitter , “Most of my work as a math teacher isn’t even math. It’s helping students believe that they can also do math.” Why is belief so important in math class?

VILSON: For me, making students believe they can do math means making it clear there will be errors along the way and that the idea is not that we’ll never make errors, but that we will try our best to make fewer errors.

Trial and error allow us to get better. Failing is a part of winning. When we believe in our students, we allow them to believe in themselves and their efficacy and understand that things get better over time. Instead of thinking, “I made that mistake again—I’m not good at math,” what you want students to say to themselves is, “I’m going to keep trying, I’m going to keep making errors, but these errors look better and better, and that means I’m getting closer to what we’re trying to accomplish here.”

Basic algebra, geometry, statistics—these are foundational texts for how the world works. José Vilson

BORYGA: You prioritize developing what you call “soft skills” in students. What do you say to critics who argue that this takes away valuable time from the essential work of, for example, learning math facts?

VILSON: I would say there is nothing soft about trying to build community. It’s actually hard to figure out what’s going on with a particular student that isn’t allowing them to connect to a problem in front of them. It’s a lot easier to just tell them how to do it. But if you do that, the student has no real connection to the procedures. They just follow it, and then they throw it away once they’re done, as opposed to being able to carry a set of skills with them, like being able to model, scale, or reason. That is what the soft skills are all about.

BORYGA: Let’s talk about your current work and research. What are some of the main barriers to hiring—and retaining—diverse teachers today?

VILSON: The pay issue is huge, but it’s important to dig into that. While White teachers are more likely to have the fiscal base to go into teaching, which can pay substandard wages at first, and wait for salaries to build up over years, teachers of color—and particularly those who come from impoverished contexts—don’t often have that luxury. Fixing that could include forms of debt forgiveness, stipends, or other ways to augment pay.

Another issue is the profound lack of mobility teachers of color can experience. I’ve heard from teachers that they often don’t get the same flexibility as White colleagues when it comes to having autonomy in pedagogy, curriculum, or assessments. And in frameworks supposedly designed to be objective, they may receive lower ratings than their White counterparts, even when they’re using the same pedagogy.

I think, too often, these experiences compound and keep teachers further and further away from the work they actually want to do.

BORYGA: You’ve been vocal about the need to hire more teachers of color. Why is this so important in schools and in the lives of students?

VILSON: We ought to put adults in our schools who reflect what we mean by public education. More than 50 percent of our student body in public schools are students of color—and they have urgent needs that aren’t being met by our education system.

There’s a burgeoning body of research that suggests teachers of color can be a good answer to this. It’s not a Band-Aid solution, but when you hire people who have a set of experiences that can inform the system about how to do better, then, notably, everybody benefits, including White students.

We need teachers who can create connective tissue among students so they can see what it means to live in a democracy that includes representations of everybody. That’s what I believe a public education can do very well.

This interview has been edited for brevity, clarity, and flow.

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Santa Maria students get a dose of ‘reality’ at financial literacy event

SANTA MARIA, Calif. – Hundreds of Santa Maria High School students were able to experience what it's like to budget personal funds during a financial literacy educational event held on Friday.

More than 750 freshman participated in the "Reality Fair' that took part throughout the day inside the school's Wilson Gym.

"Students were given a lesson in their science class regarding the importance of education, whether it's going to college, going to career technical school, and they were given a monthly budget," said Santa Maria 9th Grade counselor Terzino Gaeta. "They are going to seven different stations and either buying products or paying bills that they would pay as an adult so that they can see how far their money really goes."

For several minutes at a time, students visited the seven stations that were categorized in real life financial needs, such as utilities, insurance, food, transportation and entertainment.

Each student used an Excel spreadsheet that was downloaded onto their personal tablet and needed to budget their monthly expenses according to a previously determined fictitious paycheck, which was determined by a student's grade point average from the first semester.

"We had we had four different budget levels," said Gaeta. "We had a students with a bachelor's degree. That was a 3.0 to 4.0 GPA. Then we had an associate's technical degree. Then we had high school diploma and then, no high school diploma. It's to encourage them to go get that bachelor's degree and beyond. We went over in the classroom, the different education levels all the way up to even like a doctorate degree."

Helping out with the event were several professionals from local business, such as SESLOC Credit Union, American Automobile Association (AAA), Santa Maria Kia, PB & Associates Real Estate Services, Albertsons and Kohls.

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In the tech world and beyond, new 5G applications are being discovered every day. From driverless cars to smarter cities, farms, and even shopping experiences, the latest standard in wireless networks is poised to transform the way we interact with information, devices and each other. What better time to take a closer look at how humans are putting 5G to use to transform their world.

What is 5G?

5G (fifth-generation mobile technology is the newest standard for cellular networks. Like its predecessors, 3G, 4G and 4G LTE, 5G technology uses radio waves for data transmission. However, due to significant improvements in latency, throughput and bandwidth, 5G is capable of faster download and upload speeds than previous networks.

Since its release in 2019, 5G broadband technology has been hailed as a breakthrough technology with significant implications for both consumers and businesses. Primarily, this is due to its ability to handle large volumes of data that is generated by complex devices that use its networks.

As mobile technology has expanded over the years, the number of data users generate every day has increased exponentially. Currently, other transformational technologies like artificial intelligence (AI), the Internet of Things (IoT ) and machine learning (ML) require faster speeds to function than 3G and 4G networks offer. Enter 5G, with its lightning-fast data transfer capabilities that allow newer technologies to function in the way they were designed to.

Here are some of the biggest differences between 5G and previous wireless networks.

Physical footprint : The transmitters that are used in 5G technology are smaller than in predecessors’ networks, allowing for discrete placement in out-of-the-way places. Furthermore, “cells”—geographical areas that all wireless networks require for connectivity—in 5G networks are smaller and require less power to run than in previous generations.
Error rates : 5G’s adaptive Modulation and Coding Scheme (MCS), a schematic that wifi devices use to transmit data, is more powerful than ones in 3G and 4G networks. This makes 5G’s Block Error Rate (BER)—a metric of error frequency—much lower.
Bandwidth : By using a broader spectrum of radio frequencies than previous wireless networks, 5G networks can transmit on a wider range of bandwidths. This increases the number of devices that they can support at any given time.
Lower latency : 5G’s low latency , a measurement of the time it takes data to travel from one location to another, is a significant upgrade over previous generations. This means that routine activities like downloading a file or working in the cloud is going to be faster with a 5G connection than a connection on a different network.

Like all wireless networks, 5G networks are separated into geographical areas that are known as cells. Within each cell, wireless devices—such as smartphones, PCs, and IoT devices—connect to the internet via radio waves that are transmitted between an antenna and a base station. The technology that underpins 5G is essentially the same as in 3G and 4G networks. But due to its lower latency, 5G networks are capable of delivering faster download speeds—in some cases as high as 10 gigabits per second (Gbps).

As more and more devices are built for 5G speeds, demand for 5G connectivity is growing. Today, many popular Internet Service Providers (ISPs), such as Verizon, Google and AT&T, offer 5G networks to homes and businesses. According to Statista, more than 200 million homes and businesses have already purchased it with that number expected to at least double by 2028 (link resides outside ibm.com).

Let’s take a look at three areas of technological improvement that have made 5G so unique.

New telecom specifications

The 5G NR (New Radio) standard for cellular networks defines a new radio access technology (RAT) specification for all 5G mobile networks. The 5G rollout began in 2018 with a global initiative known as the 3rd Generation Partnership Project (3FPP). The initiative defined a new set of standards to steer the design of devices and applications for use on 5G networks.

The initiative was a success, and 5G networks grew swiftly in the ensuing years. Today, 45% of networks worldwide are 5G compatible, with that number forecasted to rise to 85% by the end of the decade according to a recent report by Ericsson (link resides outside ibm.com).

Independent virtual networks (network slicing)

On 5G networks, network operators can offer multiple independent virtual networks (in addition to public ones) on the same infrastructure. Unlike previous wireless networks, this new capability allows users to do more things remotely with greater security than ever before. For example, on a 5G network, enterprises can create use cases or business models and assign them their own independent virtual network. This dramatically improves the user experience for their employees by adding greater customizability and security.

Private networks

In addition to network slicing, creating a 5G private network can also enhance personalization and security features over those available on previous generations of wireless networks. Global businesses seeking more control and mobility for their employees increasingly turn to private 5G network architectures rather than public networks they’ve used in the past.

Now that we better understand how 5G technology works, let’s take a closer look at some of the exciting applications it’s enabling.

Autonomous vehicles

From taxi cabs to drones and beyond, 5G technology underpins most of the next-generation capabilities in autonomous vehicles. Until the 5G cellular standard came along, fully autonomous vehicles were a bit of a pipe dream due to the data transmission limitations of 3G and 4G technology. Now, 5G’s lightning-fast connection speeds have made transport systems for cars, trains and more, faster than previous generations, transforming the way systems and devices connect, communicate and collaborate.

Smart factories

5G, along with AI and ML, is poised to help factories become not only smarter but more automated, efficient, and resilient. Today, many mundane but necessary tasks that are associated with equipment repair and optimization are being turned over to machines thanks to 5G connectivity paired with AI and ML capabilities. This is one area where 5G is expected to be highly disruptive, impacting everything from fuel economy to the design of equipment lifecycles and how goods arrive at our homes.

For example, on a busy factory floor, drones and cameras that are connected to smart devices that use the IoT can help locate and transport something more efficiently than in the past and prevent theft. Not only is this better for the environment and consumers, but it also frees up employees to dedicate their time and energy to tasks that are more suited to their skill sets.

Smart cities

The idea of a hyper-connected urban environment that uses 5G network speeds to spur innovation in areas like law enforcement, waste disposal and disaster mitigation is fast becoming a reality. Some cities already use 5G-enabled sensors to track traffic patterns in real time and adjust signals, helping guide the flow of traffic, minimize congestion, and improve air quality.

In another example, 5G power grids monitor supply and demand across heavily populated areas and deploy AI and ML applications to “learn” what times energy is in high or low demand. This process has been shown to significantly impact energy conservation and waste, potentially reducing carbon emissions and helping cities reach sustainability goals.

Smart healthcare

Hospitals, doctors, and the healthcare industry as a whole already benefit from the speed and reliability of 5G networks every day. One example is the area of remote surgery that uses robotics and a high-definition live stream that is connected to the internet via a 5G network. Another is the field of mobile health, where 5G gives medical workers in the field quick access to patient data and medical history. This enables them to make smarter decisions, faster, and potentially save lives.

Lastly, as we saw during the pandemic, contact tracing and the mapping of outbreaks are critical to keeping populations safe. 5G’s ability to deliver of volumes of data swiftly and securely allows experts to make more informed decisions that have ramifications for everyone.

5G paired with new technological capabilities won’t just result in the automation of employee tasks, it will dramatically improve them and the overall employee experience . Take virtual reality (VR) and augmented reality (AR), for example. VR (digital environments that shut out the real world) and AR (digital content that augments the real world) are already used by stockroom employees, transportation drivers and many others. These employees rely on wearables that are connected to a 5G network capable of high-speed data transfer rates that improve several key capabilities, including the following:

Live views : 5G connectivity provides live, real-time views of equipment, events, and even people. One way in which this feature is being used in professional sports is to allow broadcasters to remotely call a sporting event from outside the stadium where the event is taking place.
Digital overlays : IoT applications in a warehouse or industrial setting allow workers that are equipped with smart glasses (or even just a smartphone) to obtain real-time insights from an application. This includes repair instructions or the name and location of a spare part.
Drone inspections : Right now, one of the leading causes of employee injury is inspection of equipment or project sites in remote and potentially dangerous areas. Drones, which are connected via 5G networks, can safely monitor equipment and project sites and even take readings from hard-to-reach gauges.

Edge computing , a computing framework that allows computations to be done closer to data sources, is fast becoming the standard for enterprises. According to this Gartner white paper (link resides outside ibm.com), by 2025, 75% of enterprise data will be processed at the edge (compared to only 10% today). This shift saves businesses time and money and enables better control over large volumes of data. It would be impossible without the new speed standards that are generated by 5G technology.

Ultra-reliable edge computing and 5G enable the enterprise to achieve faster transmission speeds, increased control and greater security over massive volumes of data. Together, these twin technologies will help reduce latency while increasing speed, reliability and bandwidth, resulting in faster, more comprehensive data analysis and insights for businesses everywhere.

5G solutions with IBM Cloud Satellite

5G presents significant opportunities for the enterprise, but first, you need a platform that can handle its speed. IBM Cloud Satellite® lets you deploy and run apps consistently across on-premises, edge computing and public cloud environments on a 5G network. And it’s all enabled by secure and auditable communications within the IBM Cloud®.

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