project on education

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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54 Comments

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Science education topics?

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Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

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Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

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Centers, Projects, and Initiatives

The research centers, projects, and initiatives based at the Harvard Graduate School of Education are creating new horizons in education by putting innovative ideas into reality. These groundbreaking efforts bring together communities of scholars, practitioners, advocates, and learners to test theories, push research into practice, and develop solutions to improve education outcomes for all.

Center for Digital Thriving

Creates knowledge and research-based resources that help people thrive in a tech-filled world

Center for Education Policy Research

Puts vast data to practical use to address education policy questions and improve outcomes

Center on the Developing Child

Drives research-based innovations to achieve meaningful outcomes for children facing adversity

Supports the cradle-to-career place-based partnership field, driving systems-level change and opening personalized pathways to success for all children and families

Immigration Initiative at Harvard

Advances interdisciplinary scholarship and hands-on research about immigration policy and immigrant communities

Making Caring Common

Establishes guidelines for developing students with a solid moral compass and a passion for making a difference

Project Zero

Creates and fosters dynamic ideas and practices that help teachers zero in on creative ways to teach and inspire students

Public Education Leadership Project

Works to improve leadership competencies of public school administrators through professional development to drive greater educational outcomes

Reach Every Reader

Develops tools to support the vision that all children can develop the skills, knowledge, and interest to become lifelong readers

Saul Zaentz Early Education Initiative

Provides educators with the knowledge and resources to cultivate optimal early learning environments and experiences for students

Faculty Research Initiatives and Labs

In addition to the research centers above, faculty at the Harvard Graduate School of Education conduct individual projects across research, practice, and policy, collaborating with HGSE students and with colleagues and organizations across the field of education.

• Adolescent Ethnic-Racial Identity Development (AERID) Laboratory
• The Black Teacher Archive
• C.A.R.E.S. Lab   
• Collaborative on Academic Careers in Higher Education (COACHE)   
• Creative Computing Lab  
• Data Wise Project  
• Deeper Learning Dozen  
• Global Education Innovation Initiative  
• Justice in Schools  
• Language Diversity & Literacy Development Research Group  
• Language for Learning  
• Leadership Initiative for Faith and Education (L.I.F.E.)
• Project on the Next Generation of Teachers  
• READS Lab  
• Refugee REACH  
• The Rowe Lab  
• Transformative Justice Initiative  

• Our Mission

Education transforms lives: UNESCO stories

Education has the power to transform people’s lives no matter where they live. Since 1945, UNESCO has worked to ensure that all children, youth and adults enjoy their right to education and reach their full potential.

From Guatemala to Nepal, Tanzania to Jordan - from pre-school to higher education - read a selection of inspiring UNESCO stories showing the impact of its projects and programmes on every day people around the world. Access to quality education has the power to transform lives and gives a voice to marginalized communities worldwide.

• Afghanistan
• Côte d'Ivoire
• Democratic Republic of the Congo
• Iran (Islamic Republic of)
• Philippines
• South Africa
• South Sudan
• State of Palestine
• Switzerland
• Syrian Arab Republic
• United Republic of Tanzania
• Arab States
• Asia and the Pacific
• Europe and North America
• Latin America and the Caribbean
• Least Developed Countries (LDCs)
• Landlocked Developing Countries (LLDCs)
• Gender equality
• Information and communication
• Natural sciences
• Priority Africa
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• Access to education
• Access to information
• Adult learning
• Adult literacy
• AIDS education
• A New Social Contract for Education
• Artificial intelligence
• Associated schools
• Biodiversity
• Biological diversity
• Biosphere reserves
• Capacity building
• Capacity development for education
• Civic education
• Climate change
• Climate change adaptation
• Community action
• Creative cities
• Cultural heritage
• Cultural property restitution
• culture-education
• Digital Policy, Capacities ＆ Inclusion
• Disaster prevention
• Disaster Risk Reduction (DRR)
• Documentary heritage
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• Early childhood
• Early childhood education
• Ecological crisis
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• Educational planners
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• ICT transforming education in Africa
• Illicit trafficking
• Inclusive education
• Indigenous Languages Decade (2022-2032)
• Indigenous peoples
• Information literacy
• International Day Against Violence and Bullying at School, including Cyberbullying
• International Day for Biological Diversity
• International Day for Biosphere Reserves
• International Day for Disaster Reduction
• International Day for the Conservation of the Mangrove Ecosystem
• International Day for the Elimination of Violence against Women
• International Day of Education
• International Day of Reflection on the Tutsi Genocide
• International Day of the Girl Child
• International Day of the World's Indigenous People
• International Day of Women and Girls in Science
• International Geoscience and Geoparks programme (IGGP)
• International Literacy Day
• International Women’s Day
• Journalists
• Lifelong education
• Lists and designations
• Local and Indigenous Knowledge Systems (LINKS)
• Management information systems
• Man and the Biosphere (MAB) Programme
• Mangrove areas
• Marine pollution
• Media education
• Memory of the World
• Mental health
• Meteorology
• Migrant education
• Nutrition education
• Open Science
• Peacebuilding
• Policy Advice
• Professional training
• Programme implementation
• Reconstruction (buildings)
• Refugee education
• Revive the Spirit of Mosul
• Rule of law
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• Science, technology, engineering and mathematics (STEM)
• Science budgets
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• Sex education
• Sharing knowledge
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• Spirit of Mosul
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• Sustainable development
• Teacher education
• Technical and vocational education
• UNESCO-Japan Prize on education for sustainable development
• UNESCO/Jikji Memory of the World Prize
• UNESCO Global Geoparks
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• United Nations Decade on Ecosystem Restoration 2021–2030
• Universal Periodic Review
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• War in Ukraine
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• World AIDS Day
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• UNESCO Campus
• SDG 3 - Ensure healthy lives and promote well-being for all at all ages
• SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• SDG 5 - Achieve gender equality and empower all women and girls
• Compendium of ECCE good practices
• Intangible Cultural Heritage
• Intercultural Dialogue
• Knowledge Hub
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• Legal Instruments
• Man and the Biosphere
• Memory of the World Committees
• Observatory of Killed Journalists
• Open Science Resources
• Policy Monitoring Platform
• Right to education Library
• UNESCO Chairs
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• World Heritage List
• World Radio Day
• World Trend Report Data Catalogue
• European Union
• Government of Nepal
• UNESCO Baghdad
• UNESCO Office in Abidjan
• UNESCO Office in Amman
• UNESCO Office in Bangkok and Regional Bureau for Education
• UNESCO Office in Beirut and Regional Bureau for Education
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• UNESCO Office in Islamabad
• UNESCO Office in Kabul
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• UNESCO Office in Santiago and Regional Bureau for Education
• Global Education Cooperation Mechanism (SDG4)
• Intergovernmental Oceanographic Commission of UNESCO (IOC)
• UNESCO Institute for Lifelong Learning (UIL)

• Progress towards quality education was already slower than required before the pandemic, but COVID-19 has had devastating impacts on education, causing learning losses in four out of five of the 104 countries studied.

Without additional measures, an estimated 84 million children and young people will stay out of school by 2030 and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.

In addition to free primary and secondary schooling for all boys and girls by 2030, the aim is to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and achieve universal access to quality higher education.

Education is the key that will allow many other Sustainable Development Goals (SDGs) to be achieved. When people are able to get quality education they can break from the cycle of poverty.

Education helps to reduce inequalities and to reach gender equality. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and contributes to more peaceful societies.

• To deliver on Goal 4, education financing must become a national investment priority. Furthermore, measures such as making education free and compulsory, increasing the number of teachers, improving basic school infrastructure and embracing digital transformation are essential.

What progress have we made so far?

While progress has been made towards the 2030 education targets set by the United Nations, continued efforts are required to address persistent challenges and ensure that quality education is accessible to all, leaving no one behind.

Between 2015 and 2021, there was an increase in worldwide primary school completion, lower secondary completion, and upper secondary completion. Nevertheless, the progress made during this period was notably slower compared to the 15 years prior.

What challenges remain?

According to national education targets, the percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030.

Economic constraints, coupled with issues of learning outcomes and dropout rates, persist in marginalized areas, underscoring the need for continued global commitment to ensuring inclusive and equitable education for all. Low levels of information and communications technology (ICT) skills are also a major barrier to achieving universal and meaningful connectivity.

Where are people struggling the most to have access to education?

Sub-Saharan Africa faces the biggest challenges in providing schools with basic resources. The situation is extreme at the primary and lower secondary levels, where less than one-half of schools in sub-Saharan Africa have access to drinking water, electricity, computers and the Internet.

Inequalities will also worsen unless the digital divide – the gap between under-connected and highly digitalized countries – is not addressed .

Are there groups that have more difficult access to education?

Yes, women and girls are one of these groups. About 40 per cent of countries have not achieved gender parity in primary education. These disadvantages in education also translate into lack of access to skills and limited opportunities in the labour market for young women.

What can we do?  

Ask our governments to place education as a priority in both policy and practice. Lobby our governments to make firm commitments to provide free primary school education to all, including vulnerable or marginalized groups.

Facts and figures

Goal 4 targets.

• Without additional measures, only one in six countries will achieve the universal secondary school completion target by 2030, an estimated 84 million children and young people will still be out of school, and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.
• To achieve national Goal 4 benchmarks, which are reduced in ambition compared with the original Goal 4 targets, 79 low- and lower-middle- income countries still face an average annual financing gap of $97 billion.

Source: The Sustainable Development Goals Report 2023

4.1  By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes

4.2  By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education

4.3  By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.4  By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.5  By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.6  By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7  By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.A  Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all

4.B  By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.C  By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states

UN Educational, Scientific and Cultural Organization

UN Children’s Fund

UN Development Programme

Global Education First Initiative

UN Population Fund: Comprehensive sexuality education

UN Office of the Secretary General’s Envoy on Youth

Fast Facts: Quality Education

Infographic: Quality Education

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• Apr 7, 2021

Working to Learn: New Research on Connecting Education and Career

New White Paper from the Project on Workforce Highlights Critical Need to Better Connect Education and Career

By: Joseph B. Fuller, Rachel Lipson, Jorge Encinas, Tessa Forshaw, Alexis Gable, & J.B. Schramm

Download the report:

In the wake of covid-19 and growing inequality, america needs more pathways that bridge education and career. new research from the project on workforce at harvard draws on data from new profit's postsecondary initiative for equity to identify opportunities for the education-to-employment field and chart the course for connections to good jobs., press release.

APRIL 7, 2021 -- A new white paper released today by Harvard’s interdisciplinary Project on Workforce - Working to Learn: Despite a growing set of innovators, America struggles to connect education and career - highlights stark challenges and transformative opportunities for the growing field of organizations seeking to connect postsecondary education with employment.

The development of job pathways that integrate work and learning are critical to an equitable recovery and a future where social and economic opportunity are available to all. Workers from underrepresented communities, particularly communities of color, have been most affected by the economic fallout of the COVID-19 pandemic and traditionally have faced the largest systemic barriers to social and economic opportunity in America. These communities are wellsprings of insight and talent where people are poised to take advantage of stronger pathways to learning and earning amidst accelerating changes in our workforce and economy.

“Our research showed that many organizations purporting to connect both education and career are still struggling to do so,” said Joseph Fuller , Professor of Management Practice at the Harvard Business School and co-author of the report. “While standout organizations exist in the field, too few programs are linking soft and hard skills, prioritizing evidence, working with employers, or providing wraparound supports.”

The research utilized a unique dataset of 316 applications to an open grant competition for programs seeking to connect postsecondary education and employment. Analyzing these organizations, the report’s authors found:

Huge potential to engage employers more deeply: Programs that worked with employers were growing faster than peers, but only about one-third (35 percent) of organizations mentioned that they were working directly with employers. Only about one-quarter mentioned providing learning opportunities in workplace environments.

Opportunities to build bridges between education and employment: Only 16 percent of organizations prioritize relationships with both educational institutions and employers. Success measurement is similarly siloed between education and employment metrics; for organizations that focused on college-related outcomes, only 33 percent also prioritized employment outcomes.

A growing need to develop transferable skills in the future of work : One-third of organizations in the dataset focused on job-specific training, but just nine percent of organizations prioritized foundational soft skills alongside job-specific skills.

A critical opportunity for more investment in wraparound supports: Only 13 percent of organizations cited directly providing wraparound supports like subsidies for transportation, housing, or childcare.

A growing, but still nascent, evidence base: The most common success metric tracked by applicant organizations (59 percent) was whether participants completed the program. About one-quarter of organizations indicated that they measured employment rates and a similar share tracked college attendance. Causal evidence is more rare; nine percent of applicants cited an existing study, quasi-study, or external evaluation of the program model in their application.

Under-leveraging of technology in some areas : Before the onset of the COVID-19 pandemic, the field was heavily skewed towards in-person models. Only six percent of programs were fully online; 11 percent had hybrid models.

“To date, the field is fragmented and often siloed between college and employment missions,” said report co-author Rachel Lipson , Project Director of the Project on Workforce at the Harvard Kennedy School. “But there is vast untapped potential to scale innovations both within and across organizations.”

Postsecondary Innovation for Equity initiative

The data for this research comes from the Postsecondary Innovation for Equity (PIE) initiative . The PIE initiative was developed by New Profit, a nonprofit venture philanthropy that supports social entrepreneurs who advance equity and opportunity in the United States. New Profit asked organizations that considered themselves innovators in the education-to-employment sector to apply to receive an unrestricted $100,000 grant and participate in a peer learning community. Of the 316 applications received, New Profit selected 20 organizations for the first round of grants and support. The full data set from the 316 applicants provided rich material for this analysis of the current state of the education-and-employment field.

Advancing the education-and-employment field

The PIE initiative supports innovators working at the intersection of education and employment to develop new approaches to connect young adults from low-income and underrepresented communities with the postsecondary credentials and work experience needed to access upwardly mobile careers. For example, CodePath.org is leveraging technology to help thousands of college students from underrepresented backgrounds gain the skills and connections they need to launch tech careers; Generation USA is forging close partnerships with employers to rapidly train and place adult learners into upwardly mobile jobs; and the Brooklyn STEAM Center is closing the gap between school and work by enabling New York City public high school students to learn through work experience at dozens of companies located at the former Brooklyn Navy Yard site.

“Scaling and disseminating successful models will be key to systemic change,” notes New Profit Associate Partner Glendean Hamilton , co-leader of the PIE initiative. “ Working to Learn points philanthropists and policymakers toward the kind of innovation needed to build a more equitable education-to-employment system in America.”

A virtual report briefing and discussion will be held on April 28, 2021 at 11:00am EDT and open to the public. Please register for the briefing at this link .

For media inquiries:

Nikhil Gehani, [email protected]

Rachel Lipson, [email protected]

About the Project on Workforce at Harvard

The Project on Workforce is an interdisciplinary, collaborative project between the Harvard Kennedy School's Malcolm Wiener Center for Social Policy, the Harvard Business School Managing the Future of Work Project, and the Harvard Graduate School of Education. The Project produces and catalyzes basic and applied research at the intersection of education and labor markets for leaders in business, education, and policy. The Project’s research aims to help shape a postsecondary system of the future that creates more and better pathways to economic mobility and forges smoother transitions between education and careers. Learn more at www.pw.hks.harvard.edu .

About New Profit

New Profit is a nonprofit venture philanthropy organization that backs breakthrough social entrepreneurs who are advancing equity and opportunity in America. New Profit’s strategy focuses on building a breakthrough portfolio of grantee-partners to take on entrenched systemic challenges in America, including by driving resources and support to Black, Indigenous, and Latino/a/x social entrepreneurs who have unique proximity to solutions, but face stark racial funding disparities in philanthropy; and investing in social entrepreneurs with new systems change models across a range of issues. Learn more at www.newprofit.org .

Funding for the Postsecondary Innovation for Equity (PIE) initiative at New Profit is provided by Lumina Foundation, Siegel Family Endowment, Walmart, Walton Family Foundation, and an anonymous investor.

• EDUCATION & SKILLS

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These 12 innovators are transforming the future of education

Quality education is vital in the UN Sustainable Development Goals, but this has been significantly disrupted by COVID-19. Image:  UNSPLASH/Ivan Aleksic

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Stay up to date:.

Listen to the article

• COVID-19 continues to disrupt schoolchildren’s right to a quality education.
• In March 2021, schools in 57 countries were still closed, according to the World Bank.
• Deloitte launched the World Class Education Challenge on the World Economic Forum's UpLink platform to search for innovators who are bridging gaps in learning and access.
• Deloitte will invest US$1 million in the 12 top innovations, announced today, supporting them to scale their solutions to impact more learners. This is part of Deloitte’s World Class ambition to provide educational opportunities to 100 million individuals by 2030.

Today’s students are tomorrow’s workers, problem-solvers and leaders. Access to a quality education is vital not just for children to thrive, but for social and economic development.

The United Nation’s Sustainable Development Goals set out that every child should have a free, quality primary and secondary level education. It’s estimated that the disruptions to education resulting from the COVID-19 pandemic have set back progress in educational gains by 20 years . While all students were impacted by the pandemic, the difference between the privileged, and those being left behind, has widened even further.

In India, for example, one study suggests nearly 40% of students in less privileged households have not been able to study at all. And the government estimates some 30 million schoolchildren have no access to smartphones, devices or the internet to attend school online.

World Class Education Challenge

Deloitte is committed to using this moment to truly catalyze change. We must identify what is working, the new ways and innovations that are delivering results for students, and scale them. To find ideas with the highest potential for impact and scale, Deloitte ran the World Class Education Challenge on the World Economic Forum’s UpLink platform.

The Challenge had three focus areas: providing equitable access for students being left behind; investing in teachers’ development; and equipping students with the skills they will need in 2030. It focused on finding solutions in Africa, India and Asia Pacific.

From almost 400 submissions, 12 innovators have been selected. These individuals and their organizations will work alongside Deloitte professionals to help address the global education crisis. They will also receive up to US$1 million in professional services on a pro bono basis and financial grants.

Announcing the Top UpLink innovators

The 12 innovations chosen to be Top UpLink innovators are:

Developed with the needs of African teachers in mind, Learnable is an augmented teaching assistant that allows teachers to compose and distribute dynamic, interactive lessons via a dedicated mobile app and WhatsApp. Lessons can be saved offline, so that students do not need constant internet access.

Nomad Education

Nomad Education is a free mobile app which offers 350 academic certificates that helps more than 1 million francophone children every year to succeed in their studies, whatever their social, geographic or academic background.

Pan-African Robotics Competition

The Pan-African Robotics Competition (PARC) is the largest robotics competition in Africa and has educated more than a 1000 African youth in Science, Technology, Engineering & Math (STEM), while also offering a Virtual Learning Platform (VLP) to enable the African youth to virtually learn to code, design and build their own robots. It also integrates a feature for collaboration and knowledge exchange.

A lack of quality STEM education directly impacts productivity and economic development in Nigeria. Millions of students have no access to traditional laboratories, which are expensive to build and maintain, says Oyebisi. StanLab is a cloud-based, 3D virtual laboratory platform, providing near real-life laboratory experience for students without access to physical laboratories.

UCT Online High School

UCT Online High School's mission is to turn physical limitations into digital opportunities for Africa’s children to access aspirational, quality secondary school education. Its purpose-built online school and free online curriculum pave the way for high quality, online and blended learning to be delivered at scale, and stimulate digital transformation of the education systems on the continent.

Call-A-Kahaani

Emotional intelligence, critical thinking and problem solving are key skills for the future of work. Call-a-Kahaani is Udhyam Learning Foundation's Interactive Voice Response (IVR) platform to empower youth with entrepreneurial mindsets, leveraging engaging interactive storytelling.

Ekatra is a tool for educators and organizations to deliver learning at scale, using text (including SMS and WhatsApp) message-based micro courses targeted to improve learning, with the mission to bring important knowledge to people no matter what their circumstances are.

Rocket Learning

Rocket Learning builds vibrant digital communities of parents and teachers to support foundational learning for some of the world's most underprivileged children. It is helping 20,000 teachers reach over 200,000 parents daily with contextualized content in their local language sent via WhatsApp groups. This supports parents with the crucial early years education, including teaching children to recognize letters and numbers.

ASIA PACIFIC

#GenEducators

An initiative of Generation Peace, this solution aims to empower educators to reinvent the way they teach. The web-based learning platform is designed to help Indonesian educators encourage innovation in their classrooms – and raise the next generation of critical thinkers. It offers practical tools, proven strategies, and best practices from around the world to inspire future change-makers.

Komerce is transforming the lives of rural Indonesian communities by unlocking e-commerce potential through education. The innovative platform teaches Indonesian youth e-commerce skills, and connects them with small and medium-sized enterprises in their rural towns, to both boost the local economy and provide opportunities for young people.

Scaling Skills That Matter

An innovation of The Posify Group, The Posify Academy is a student-led, evidence-based combined well-being and career development platform, arming youth with a sense of purpose and equipping them with future skills, so they can navigate this rapidly evolving world with confidence, and uncover and deliver their unique potential.

Tech-Voc Career Accelerator Program

An initiative of Edukasyon.ph, Tech-Voc Career Accelerator drives youth not in education, employment and training (NEET) in the Philippines to the frontlines of employment by transforming their interest into a passion for technical-vocational work through holistic skills development, industry training and linkages, and continuous learning.

The group of top innovators submitted to the education challenge were officially announced during the Sustainable Development Impact Summit. You can watch the session and find out more about the solutions here .

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What Is Project-Based Learning?

Experts say the real-world approach to learning resonates, and studies show it is effective.

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Project-based learning is active, and leads to deeper engagement and understanding.

Gil Leal took AP Environmental Science taught with a project-based learning approach at San Pedro Senior High School Marine Science Magnet in Los Angeles.

One project involved students working in teams to design a farm. They researched issues including water management, pest control and demand for agricultural products. Students then incorporated that knowledge into their design, Leal says in a panel discussion on project-based learning. Now a sophomore at the University of California—Los Angeles , Leal says the class convinced him to major in environmental science.

“The projects made class really cool and engaging and memorable, and we got to visit a real strawberry farm,” Leal told the George Lucas Educational Foundation .

Unlike traditional school projects that often take place at the end of a unit, project-based learning, or PBL, is an educational philosophy that calls upon students to take on a real-world question – such as how to best design a farm – and explore it over a period of weeks. Teachers incorporate grade-level instruction into the project, which is designed to meet academic goals and standards, and students learn content and skills while working collaboratively, thinking critically and often revising their work. At the end, that work is shared publicly.

“Project-based learning is not the activity at the end, it’s the activity at the beginning that drives the learning and builds the engagement,” says Kristin De Vivo, executive director of Lucas Education Research , a division of the George Lucas Educational Foundation.

Studies Show PBL Is Effective

The foundation, created by the famous filmmaker, works to improve K-12 education and recently released research showing that project-based learning can be extremely effective.

Four studies released in February by Lucas Education Research, along with researchers from five major universities, showed that students in project-based learning classrooms across the United States significantly outperformed students in typical classrooms.

In a study involving high schoolers, students taught AP U.S. Government and Politics and AP Environmental Science with a project-based learning approach outperformed peers on AP exams by 8 percentage points in the first year and were more likely to earn a passing score of 3 or above, giving them a chance to receive college credit. In the second year, the gap widened to 10 percentage points. One key finding of the study, which included large urban school districts, was that the higher scores were seen among both students of color and those from lower-income households.

Similar results were found in a study involving third graders studying science. Students from a variety of backgrounds in project-based learning classrooms scored 8 percentage points higher than peers on a state science test. These results held regardless of a student’s reading level.

Project-Based Learning Is ‘Active’

Project-based learning succeeds across income groups because it involves active learning, which leads to deeper engagement and understanding, according to De Vivo.

“Engagement is the gateway to all learning,” De Vivo says. “When students are able to construct knowledge, not given an answer, that active learning wakes up the brain.”

Suppose third grade students are asked why a toy car moves faster on a wood floor than on a carpet, and the students get on the floor with a toy car to explore that question. Later, when they are asked how friction works, their answer will draw upon personal experimentation.

In the case of high schoolers taking AP classes, the project-based approach encourages teamwork, productive debate, problem solving and creativity. Education experts also say it helps develop skills and confidence.

Teachers Facilitate Student Ownership

What is distinct about project-based learning is that teachers take the role of facilitators while the students do the research, modeling and building. This gives students ownership over ideas and projects, according to Billie Freeland and Nicole Andreas, co-teachers of K-5 STEM classes at Kent City Community Schools in Michigan. Freeland, Andreas and a group of third graders participated in the Lucas Education Research study, working with Michigan State University .

The challenge for their fourth graders in the 2020-21 school year was to design something that uses alternative energy sources to help their community. One student designed a truck that used steam as fuel and picked up trash. Another student designed a solar-powered fan to protect apple blossoms in the spring.

“This challenges us as teachers to direct students in unique paths to learning,” Freeland and Andreas wrote in an email. “We also love the deep connectedness to real-world issues and problems that are addressed through the curriculum.”

Training for Teachers

For project-based learning to work, teachers first need professional training in how to deliver course content. PBLWorks, a leader in project-based learning methodology, trained the teachers who taught the AP classes involved in the Lucas studies. It offers workshops and courses for teachers and administrators.

Based on the results of the Lucas research, the College Board, which administers the AP exams, launched workshops this summer in project-based learning for AP U.S. Government and Politics and AP Environmental Science teachers. PBLWorks designed and ran the workshops; teachers from schools where half of the students are either low-income or minorities could attend free of charge. A total of 493 educators participated in the workshops, including 63 from high-need schools, Sally Kingston, chief impact officer at PBLWorks, wrote in an email.

Training is also offered by the University of Pennsylvania Graduate School of Education , the High Tech High Graduate School of Education in San Diego, and the EL Education network of schools.

A few public school districts around the country have implemented project-based learning, including Manchester School District in New Hampshire, Pearl City-Waipahu Complex Area in Hawaii, and San Francisco Unified School District, which embraced it after participating in one of the Lucas studies. Education experts say project-based learning has a lot of room to grow, especially after students have endured a year of virtual schooling thanks to the pandemic.

“Parents have woken up to the fact that school is not preparing our kids for the 21st century,” De Vivo says.

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A revolutionary, bold educational endeavor for Belize

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When 14-year-old Jahzhia Moralez played a vocabulary game that involved jumping onto her friend like a backpack, she knew Itz'at STEAM Academy wasn’t like other schools in Belize. Transferring from a school that assigned nearly four hours of homework every night, Moralez found it strange that her first week at Itz'at was focused on having fun. 

“I was very excited,” Moralez says. “I want to be an architect or a vet, and this school has the curriculum for that and other technology-based stuff.”

The name “Itz’at” translates to “wise one” in Maya, honoring the local culture that studied mathematics and astronomy for over a thousand years. Launched in September 2023, Itz’at STEAM Academy is a secondary school that prepares students between the ages of 13 and 16 to build sustainable futures for themselves and their communities, using science, technology, engineering, arts, and mathematics (STEAM). The school’s mission is to create a diverse and inclusive community for all, especially girls, students with special educational needs, and learners from marginalized social, economic, and cultural groups.

The school’s launch is the culmination of a three-year project between MIT and the Ministry of Education, Culture, Science, and Technology of Belize. “The Itz’at STEAM Academy represents a revolutionary and bold educational endeavor for us in Belize,” a ministry representative says. “Serving as an institution championing the pedagogy of STEAM through inventive and imaginative methodologies, its primary aim is to push the boundaries of educational norms within our nation.”

Itz’at is one of the first Belizean schools to use competency-based programs and individualized, authentic learning experiences. The Itz’at pedagogical framework was co-created by MIT pK-12 — part of MIT Open Learning — with members of the ministry and the school. The framework’s foundation has three core pillars: social-emotional and cultural learning, transdisciplinary academics, and community engagement.

“The school's core pillars inform the students' growth and development by fostering empathy, cultural awareness, strong interpersonal skills, holistic thinking, and a sense of responsibility and civic-mindedness,” says Vice Principal Christine Coc.

Building student confidence and connecting with community

The teaching and learning framework developed for Itz’at is rooted in proven learning science research. A student-centered, hands-on learning approach helps students develop critical thinking, creativity, and problem-solving skills. 

“The curriculum places emphasis on fostering student competence and cultivating a culture where it's acceptable not to have all the answers,” says teacher Lionel Palacio.

Instead of measuring students’ understanding through tests and quizzes, which focus on memorization of content, teachers assess each stage of students’ project-based work. Teachers are reporting increased student engagement and deeper understanding of concepts.

“It’s like night and day,” says Moralez’s father, Alejandro. “I enjoy seeing her happy while working on a project. She’s not too stressed.”

The transdisciplinary approach encourages students to think beyond the boundaries of traditional school subjects. This holistic educational experience reinforces students’ understanding. For example, Moralez first learned about conversions in her Quantitative Reasoning course, and later applied that knowledge to convert centimeters to kilometers for a Belizean Studies project.

Students are also encouraged to consider their roles in and outside of school through community engagement initiatives. Connections with outside organizations like the Belize Zoo and the Belize Institute of Archaeology open avenues for collaboration and mutual growth.

“We have seen a positive impact on students’ confidence and self-esteem as they take on challenges and see the real-world relevance of their learning,” says Coc. 

Assignments that engage in real-world problem-solving are practical, offering students insight into future careers. The school aims to create career pathways to strengthen Belize’s existing industries, such as agriculture and food systems, while also supporting the development of new ones, such as cybersecurity.

Students’ sense of belonging is readily apparent to teachers, which positively correlates with their learning. “There's a noticeable companionship among students, with a willingness to assist one another and an openness to the novel learning approach,” says Palacio.

Parents see the impact of the safe learning environment that Itz’at creates for their children. Izaya Lovell, for example, gets to embrace his whole self. “I get to speak my mother tongue, Kriol,” he says. “I can be like my dad — get dreads and grow out my hair. I can play sports and be physical.”

Izaya’s mother, Odessa Lovell, says her son was a completely different person after one month of studying at Itz’at. “He’s so independent, he’s saving money, and he’s doing things on his own,” she says.

A vision for Belize

The development of Itz’at emerged from a 2019 agreement between MIT's Abdul Latif Jameel World Education Lab (J-WEL) and the ministry for the implementation of a STEAM laboratory school in Belize, with funding from the Inter-American Development Bank. MIT had a proven track record of projects and partnerships that transformed education globally. For example, MIT collaborated with administrators in India, which trained 3,300 teachers to launch a large-scale education system focusing on hands-on learning and competencies in values, citizenship, and professional skills that would prepare Indian students for further academic studies or the workforce. The Belize program is the first time that groups across the Institute have come together to develop a school from the ground up, and MIT pK-12 led the charge.

“One of the key aspects of the project has been the approach to co-design and co-creation of the school,” says Claudia Urrea, principal investigator for the Itz’at project at MIT and senior associate director of MIT pK-12. “This approach has not only allowed us to create a relevant school for the country, but to build the local capacity for innovation to sustain beyond the time of the project.”

Working with an extended team at MIT and stakeholders from the ministry, the school, parents, the community, and businesses, Urrea oversaw the development of the school’s mission, vision, values, governance structure, and internship program. The MIT pK-12 team — Urrea; Emily Glass, senior learning innovation designer; and Joe Diaz, program coordinator — led a collaborative effort on the school’s pedagogical framework and curriculum. Other core MIT team members include Brandon Muramatsu, associate director of special projects at Open Learning, and Judy Perry, director of the MIT Scheller Teacher Education Program, who created operational guidance for finances, policies, and teacher professional development. By sharing insights with J-WEL, the MIT pK-12 team is fueling shared thinking and innovations that improve students’ learning and pathways from early to higher education to the workforce. 

Like the students, this is the Belizean teachers’ first experience with project-based learning. The MIT team shared the skills, mindsets, and practical training needed to achieve the school’s core values. The professional development training was designed to build their capacity, so they feel confident teaching this model to students and future educators. 

Itz’at currently has 64 students, with plans to reach full capacity of 300 students by 2026. The goal is to continue to build capacity toward STEAM education in the country, expand the possibilities available to students after graduation, and foster a robust school-to-career pipeline. 

“The opening of this school marks a pioneering milestone not just within Belize but also across the broader Central American and Caribbean regions,” a ministry spokesperson says. “We are excited about the future of Itz’at STEAM Academy and the success of its students.”

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• Itz’at STEAM Academy
• MIT Scheller Teacher Education Program
• Ministry of Education, Culture, Science, and Technology of Belize
• MIT Open Learning
• Abdul Latif Jameel World Education Lab (J-WEL)

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Project 2025 Wants to End Public Education As We Know It

• by Peter Greene
• | November 20, 2023

"Project 2025 is very clearly on a path to Christian nationalism as well as authoritarianism. It rejects the constitutional separation of church and state, rather privileging religious beliefs over civil laws.” https://t.co/X2lMNIAl53 window.zone_load_608839199=function(z,d){if(!d.count)document.getElementById('zone_load_608839199').style.display='none'} — Tracy Mack 🇺🇸🌈🌊💙 (@Tracy_Mack) November 18, 2023

Elementary and secondary education policy should follow the path outlined by Milton Friedman in 1955, wherein education is publicly funded but education decisions are made by families.

This week on The Signal, @cmychalejko speaks with @BisforBerkshire , co-author of A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School, about the Right's long war on public education & how to fight back! https://t.co/CTHzYrTFH1 — BucksCountyBeacon (@BucksCoBeacon) April 19, 2023

Bolstered by an ever-growing cabal of special interests that thrive off federal largesse, the infrastructure that supports America’s costly federal intervention in education from early childhood through graduate school has entrenched itself.

Pennsylvania Cyber Charter Owners & Operators Get Rich While Students Receive Poor Education | Taxpayers don’t have a say when it comes to their money funding a largely unregulated & underperforming industry at public schools' expense, writes @palan57 . https://t.co/dGR6ANgwGN — BucksCountyBeacon (@BucksCoBeacon) February 21, 2023

The federal government should confine its involvement in education policy to that of a statistics-gathering agency that disseminates information to the states.

The Merchants of Deception: The Dark Money & Front Groups Behind School Privatization, with @MassPolProfMo | Learn about the right-wing figures, their tactics & the funding behind today’s attack on public education in #BucksCounty & beyond. https://t.co/dWj5WlSUjn — BucksCountyBeacon (@BucksCoBeacon) July 2, 2023

Not as well-known as the Koch Brothers, the arch-conservative Bradley Foundation is building a far-right infrastructure to undermine electoral democracy, dismantle separation of church & state, attack Public Ed & erode workers’ rights, reports @palan57 . https://t.co/hPRGrxmJiQ — BucksCountyBeacon (@BucksCoBeacon) May 18, 2023

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6. teachers’ views on the state of public k-12 education.

Overall, teachers have a negative view of the U.S. K-12 education system – both the path it’s been on in recent years and what its future might hold.

The vast majority of teachers (82%) say that the overall state of public K-12 education has gotten worse in the last five years. Only 5% say it’s gotten better, and 11% say it has gotten neither better nor worse.

Looking to the future, 53% of teachers expect the state of public K-12 education to be worse five years from now. One-in-five say it will get better, and 16% expect it to be neither better nor worse.

We asked teachers who say the state of public K-12 education is worse now than it was five years ago how much each of the following has contributed:

• The current political climate (60% of teachers say this is a major reason that the state of K-12 education has gotten worse)
• The lasting effects of the COVID-19 pandemic (57%)
• Changes in the availability of funding and resources (46%)

Elementary school teachers are especially likely to point to resource issues – 54% say changes in the availability of funding and resources is a major reason the K-12 education system is worse now. By comparison, 41% of middle school and 39% of high school teachers say the same.

Differences by party

Overall, teachers who are Democrats and Democratic-leaning independents are as likely as Republican and Republican-leaning teachers to say that the state of public K-12 education is worse than it was five years ago.

But Democratic teachers are more likely than Republican teachers to point to the current political climate (65% vs. 54%) and changes in the availability of funding and resources (50% vs. 40%) as major reasons.

Democratic and Republican teachers are equally likely to say that lasting effects of the pandemic are a major reason that the public K-12 education is worse than it was five years ago (57% each).

K-12 education and political parties

We asked teachers which political party they trust to do a better job on various aspects of public K-12 education.

Across each of the issues we asked about, roughly a third or more of teachers say they don’t trust either party to do a better job. In particular, a sizable share (42%) trust neither party when it comes to shaping the school curriculum.

On balance, more teachers say they trust the Democratic Party to do a better job handling the things we asked about than say they trust the Republican Party.

About a third of teachers say they trust the Democratic Party to do a better job in ensuring adequate funding for schools, adequate pay and benefits for teachers, and equal access to high quality K-12 education for students. Only about one-in-ten teachers say they trust the Republican Party to do a better job in these areas.

A quarter of teachers say they trust the Democratic Party to do a better job in shaping the school curriculum and making schools safer; 11% and 16% of teachers, respectively, say they trust the Republican Party in these areas.

Across all the items we asked about, shares ranging from 15% to 17% say they are not sure which party they trust more, and shares ranging from 4% to 7% say they trust both parties equally.

A majority of public K-12 teachers (58%) identify with or lean toward the Democratic Party. About a third (35%) identify with or lean toward the GOP.

For each aspect of the education system we asked about, both Democratic and Republican teachers are more likely to say they trust their own party to do a better job than to say they trust the other party.

However, across most of these areas, Republican teachers are more likely to say they trust neither party than to say they trust their own party.

For example, about four-in-ten Republican teachers say they trust neither party when it comes to ensuring adequate funding for schools and equal access to high quality K-12 education for students. Only about a quarter of Republican teachers say they trust their own party on these issues.

The noteworthy exception is making schools safer, where similar shares of Republican teachers trust their own party (41%) and neither party (35%) to do a better job.

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Table of contents, ‘back to school’ means anytime from late july to after labor day, depending on where in the u.s. you live, among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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At a Glance

Learn the technical and interpersonal skills necessary to master project management theory and best practices.

In order to offer a richer student experience, maximize program knowledge and offer our project management expertise to a greater audience, the University of Chicago Professional Education has merged its Essentials of Project Management and Project Management Strategy certificates into a robust, new program, Strategy Essentials of Project Management.

The Strategy Essentials of Project Management Certificate introduces students to the technical and interpersonal skills necessary to master the theory and practice of project management. Students will gain direct experience using appropriate tools and techniques to enhance their understanding of the strategic, leadership, human resources, and operational aspects of project management to successfully execute a project from initiation through completion.

Designed For

Designed for project managers who need to rethink internal processes to drive more successful project outcomes or professionals interested in gaining the skills needed to lead within their industries.

Professional impact of a Project Management certificate

The number of project management jobs is growing at an exponential rate, and trained project managers can excel in any organization or industry. Anyone who has participated in a project team knows that successful project delivery is a combination of science and art for project execution to meet its objectives on time and on-budget. This series of project management courses prepares you to embrace these challenges head-on by addressing real organizational needs, giving you knowledge that will enhance your ability to grow and contribute to any organization.

After completing the program, you will be able to: 

• Inhabit your role as a project leader by applying quantitative skills to inform good decision-making at every stage
• Deploy the “soft skills” inherent in successful project execution such as communication, interpersonal relationships, and problem-solving
• Use technology to facilitate communication and stakeholder management
• Deepen your understanding of the strategic, leadership, human resources, and operational aspects of project management
• Manage the expectations of the project stakeholder
• Manage risk at both project and organizational levels
• Successfully link project planning with corporate strategy
• Manage portfolios while juggling priorities, clients, and budgets
• Recognize and implement recovery techniques when necessary

Advance Your Skills With Our Results-driven, Interactive Classes

Gain in-demand project management training and level up your career with practical courses taught by expert instructors with serious industry knowledge.

Who Should Pursue UChicago's Project Management Certificate?

The online project management certificate program is open to participants of varying professional backgrounds. However, industry professionals who demonstrate five years of experience in a managing role or capacity in project management can receive a waiver for the first core course.

According to a 2020 report by the Project Management Institute , 51% of organizations require project management professionals to have a certification for their role.

The Interpersonal Touch

In addition to rigorous training in the techniques, tools, and practical concerns inherent to the successful execution of projects, students in the project management certificate will learn the interpersonal skills often overlooked in foundational project management programs. Successfully conducted project management requires tactical communication, collaboration, and conflict resolution. Our online Project Management courses train students to meet and embrace challenging team dynamics to guide a project smoothly to conclusion.

Participants in the project management certificate include:

• Experienced project managers and project coordinators responsible for project design and implementation
• Project managers responsible for process-centric projects
• Program managers who are responsible for multiple projects
• IT managers, supervisors, or project leaders responsible for business analysis and project implementation
• Business managers/supervisors, project sponsors, and other managers responsible for project success

I was amazed at the program's ability to cater to a breadth of project management professionals. The instructors find ways to challenge everyone—and I learned just as much from my classmates, fellow project managers from unique industries and backgrounds. I was promoted to Manager of Project Management at my firm only a few months after receiving my certificate. Kurtis Hardy, Project Management Strategy Certificate Recipient

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Why Engineers Should Develop Project Management Skills

• Haley DeLeon
• March 7, 2023
• Project Management
• Text-based Story

Have you ever considered all the moving parts it takes for a project to be successfully completed?

Engineering teams rely on strong leadership, communication, and management to ensure projects are completely on schedule and within budget. Developing project management skills is essential for engineers who want to skillfully lead successful projects, become more efficient, and add value to their organization.

What is Engineering Project Management?

Engineering project management uses project management methodologies and processes to manage all aspects of projects, including scheduling, purchasing of materials, approval of plan documentation, and budget and cost management. Effective project management ensures work is delivered to specification, completed on schedule and within or below budget, and follows all regulatory or legal requirements.

6 Benefits of Studying Project Management for Engineers

There are many ways that gaining project management knowledge can benefit engineers.

6. Improve Efficiency

Studying project management allows engineers to learn the processes, procedures, and language to improve project planning, delivery, and handover. Since you’ll have a better understanding of how projects operate, including the phases of project management, you’ll be able to find areas of improvement and opportunity.

“Almost all functions in a company benefit from project management skills, and particularly engineers,” according to Tracie Thompson, PMP, Corporate Director of Project Management, Systems Company GM, L3 Harris Technologies.

“While engineers specialize in the technical scope and requirements of a program, development of skills in decomposition of work scope, budgeting, scheduling with required constraints, risk and opportunity management, and change control will not only advance their skills but ensure successful program execution. Successful program execution results in career advancement and positions with increased responsibility. It also improves efficiency and allows focus on the specific requirements of the programs. At many companies, basic project management skills are required for most engineers to advance, particularly system engineers.”

5. Gain a Common Operating Language

Studying project management will provide you with a common operating language and vision for how project management is conducted. You can make informed decisions and communicate with the project managers and leaders in your organization. Additionally, you’ll have the knowledge to review past projects to see how they could be improved by applying the structure outlined by leading project management organizations like the Project Management Institute (PMI) .

4. Replicate Success

Instead of reinventing the wheel for every single project, creating templates, checklists, and standard operating procedures (SOPs) allows you to repeat success without starting from scratch for every project. Creating a flexible SOP that you can apply to multiple projects will help you standardize the majority of needed tasks from one project to the next, so that you can work smarter, not harder.

3. Go Beyond Execution

Once you create a standard framework for project management that you execute consistently, you’ll have time to focus on areas of opportunity, such as monitoring the project’s key performance indicators, communicating more with the client, and conducting risk assessments, according to Thompson.

“When [engineers] fully understand the scope, schedule, and budget of a project, along with the quality and technical requirements, it allows for better identification of risks and opportunities for project success. The ability to escalate that risk, identify and manage change, and develop corrective action for variances to the plan relate directly to on time delivery and quality and therefore future business. Satisfied customers return. Minimizing change, managing schedule and risks results in lower program costs and therefore more profit.”

2. Deliver Value to Your Organization and Clients

The goal of project management is to ensure that projects are executed on schedule, within scope and budget, and deliver value to the customer. Mastering the tools and techniques means you’ll be able to be consistent, which is a huge asset as an engineer.

According to Christian Knutson , an engineer who earned his Project Management Professional (PMP) certification, “Once you become consistent in the way you manage your projects, the people you work with will become increasingly confident in your ability to organize, execute and succeed. From an engineering career standpoint, being consistently effective is a major asset.”

1. Advance Your Career

Developing project management skills is a great way to advance your engineering career for several reasons.

First, developing project management skills provides you with a foundation of leadership, communication, and strategic assessment knowledge that positions you for leadership roles on your team and organization, whether that’s becoming a senior engineer, director, or higher.

Also, studying project management can allow you to pursue engineering project manager roles, which can be a great next step for engineers looking to lead project teams.

Finally, project management skills are applicable across all industries, so studying them means you can move to a different company or even another industry if you want a career change.

Project Management for Engineers

USF Corporate Training and Professional Education’s Project Management for Engineers workshop allows engineers to build a foundation for effective project management. In this fully self-paced course, you'll learn how to lead successful projects, earn organizational buy-in for your decisions, and gain a workbook of tools to guide you in every step of the project management process.

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