Importance of Education

The content of education still belong to the past. Education suffers basically from what the report describes as the gap between its contents and living experience of its pupils between the system of values that it preaches and the goals set up by society, between its ancient curricula and the modernity of science. ( Report of the International Education Commission)

The end of knowledge is wisdom

The end of culture is perfection

The end of wisdom is freedom

The end of education is character

Education means an all round drawing out of the best in child and man-body, mind and spirit.

The imperative character of education for individual growth and social development is now accepted by every one. Investment in the education of its youth considered as most vital by all modern nations. Such an investment understandably acquires top priority in developing countries.

The end of all education, all training should be man making. The end and aim of all training is to make the man grow. The training by which the current and expression are brought under control and become fruitful is called education.

Education plays a vital role in giving human beings proper equipment to lead a gracious and harmonious life.

Education is a fundamental means to bring any desired change in society, which is an accepted fact throughout the world. This can be attained only if schools become real centres of learning. Education not only helps in the development of personality of the child but also determines his future. Recent psychological research has shown that favourable attitudes towards life develop in the earliest stages of child growth.

Education gives solutions for any type of problems. Through education we promote values and good habits and awareness towards corruption, terrorism and disease.

Education helps to continue communication with known and unknown persons through technology and mass media.

Education gives strength to the person. They get knowledge and discriminate which is wrong and which is right with the help of education. Through education we inculcate values in the students and readers.

Every year we celebrate International Teachers’ Day on October 5th.

Anecdotal Evidence Into the Benefits of Montessori Education

In her book Montessori: The Science Behind the Genius, Lillard writes “modern research in psychology suggests that the Montessori system is much more suited to how children learn and develop than the traditional system is.” She goes on to explain that although the current public school system is better in terms of management of thousands of students, the assumption that children are empty vessels waiting to be filled with the exact same information by using the exact same methods is flawed and can lead to children being academically left behind. This mixed with a reward and punishment system of teaching is not necessarily the most effective way of educating our youth. One of the core principles of the Montessori philosophy is that children are naturally motivated to be rewarded by their own successes and achievements and will use failure as a platform for improvement instead of as a punishment.

There appeared to be a significantly greater difference in academic and social achievements for students attending Montessori schools in lower socioeconomic area over those attending public schools. Lillard found that the achievement gap lessened as you went up the socioeconomic ladder between the traditional schools and Montessori schools. There was also a correlation found between improved academic achievements and using Montessori methodology for those with physical, attention and mental disorders. These findings are significant in that there is an alternative for low-economic level families and challenged children to receive a quality education that works better for them than what traditional schools can provide.

Interestingly enough, during her research for her book as well as her research with University of Virginia; Lillard was unable to find any major flaws in the Montessori Method of education. That said she realizes there is much work still to be done and that not all Montessori schools are created equal. There are three main schools of thought in the Montessori Method. As stated above there are the purists and those who contextualize the main philosophy to adapt to specific communities. There is also a school that focuses heavily on nature, ecology and the sciences.

A major downfall for the Montessori Method is that there are many Montessori schools who are not accredited. Although there are more than 5,000 Montessori schools in the United States, there has been a delay in creating an all encompassing Montessori Method accreditation system that all schools turn to. At the moment there are a few agencies that do provide accreditation, but centralizing this may be a better option to help bring the Montessori school system to the next level.

How to Write Analytical or Argumentative Research Papers

Research papers can be easily differentiated from personal essays on the basis of the extensive research that is executed before the writing of such papers. Research papers thus act as that creative output in which the writers’ personal thoughts and opinions are merged with theories from already established sources.

However, the technique used in the presentation of the paper may make it fall under two broad categories: 1. Analytical, 2. Argumentative, in fact the strategy used by the writer to compose his paper will eventually determine the aim and purpose of the paper.

A detailed discussion of these two methods will clarify the concepts presented above:

1. Analytical Papers

In an analytical research paper, the aim is to attain a thorough expertise of the concept that is being presented so that it can be broken down and represented from the writers’ point of view.

In this form of the research paper, an individual approaches the research question without any pre-conceived notions and ideas about the subject at hand. Thereafter a careful survey of the opinions and views is undertaken. Ultimately when familiarity with the topic is achieved; a person is able to restructure and relocate the concepts that underlie the basic topic in his paper; the very essence of an analytical paper; critical contemplation and evaluation of the question at hand is necessary for an analytical paper.

2. Argumentative Papers

This type of a paper may also be termed a persuasive paper. Aside from critical thinking which is essential for the production of a quality paper, another familiar concept that dominates academic circles is the concept of an argument.

You may wish to read more at: Writing a Thesis

The basic difference from the former kind that qualifies the persuasive kind is that the paper takes a conscious stance and argues in favor of one of the arguments with cogent facts and points presented in its favor. The aim is to mould the reader’s mind in favor of one possible answer to the research question backed by reliable data and arguments.

To conclude; both approaches require logical thinking and smart evaluation alongside comprehensive research of the available sources. However the difference is created through the process of writing, analytical papers provide a more balanced approach where all views pertaining to the question are presented whereas argumentative papers debate in favor of one logical solution above the others.

More Answers available at: Are you Stuck writing a Research Paper?

Overcoming Challenging School Environments

Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.

These Policy Forums-designed for policymakers, other local leaders, and national experts to discuss critical education policy issues that impact students, schools, and communities-examined current and emerging research on major questions about improvement in content knowledge and pedagogy as they relate to improving teacher quality. Policymakers and other stakeholders learned about promising ideas and practices and discussed applications and implications for future policy and research.

While addressing many issues related to improving teaching quality, the Policy Forums focused on the following three key aspects of teacher quality:

– raising standards for and assuring quality in professional preparation and development programs;

– effectively identifying and addressing causes of staff shortages; and

– providing high-quality teaching for students in the most challenging school environments.

Focusing on Standards and Quality

States are working feverishly to meet the requirement of having a highly qualified teacher in every classroom. Guidance from the U.S. Department of Education continues to evolve with input from the field, providing increased flexibility for states to address challenges posed by the law.

Policymakers across the region agree that achieving their goals will necessitate going beyond having teachers pass certain tests and/or meet current certification requirements. They recognize the need for data on teachers and teaching to inform their decision making. Policy Forum participants learned that many research efforts have begun to concentrate more deeply than ever before on (a) what teachers know about the subjects they teach, (b) how well they can transmit that knowledge, (c) how to assess their competence and performance appropriately, and (d) how to inform ongoing improvements in these areas. Research highlighted in the Policy Forums reinforced the importance of these issues to improving teaching quality and the fact that teaching quality matters a great deal in student success.

Studies show that students who receive higher quality teaching for 3 consecutive years score much higher than students who have lower-quality experiences. Studies examining mathematics and science instruction reveal that teachers’ solid content knowledge is essential to successful student learning. At the same time, definitions of “high quality” vary widely; and answers to questions about how much content is enough and when more (or what type of) course work for preservice and inservice teachers will improve student outcomes, remain unclear.

Many state agencies and organizations have already undertaken reviews of issues associated with teacher quality. This review resulted in agreement about critical content knowledge and teaching skills that new teachers lack, including:

– understanding state standards and using them as the basis for instruction,

– integrating technology into curriculum and instruction, and

– teaching reading effectively in elementary school.

The Policy Forum participants noted important areas in which to concentrate next steps, resulting in recommendations for action and follow-up. Decision makers, ranging from state legislators to local boards of education and teachers’ and parents’ groups, have expanded opportunities to discuss data that can help them understand, conceptually and practically, teacher and teaching quality. These decision makers have shown heightened interest in standards as important components in all quality improvement efforts.

In addition, states, local education agencies, and other institutions have focused on assessing the effectiveness of recent and ongoing reforms to improve teaching quality. This work, within and across states, offers increasing guidance to support the interventions that demonstrate success or promise in addressing the issues of teaching quality and student achievement and to change those practices that do not.

Identifying and Addressing Staff Shortages

The Policy Forums revealed the need to identify staffing problems correctly in order to design appropriate remedies. Often, education stakeholders attribute school staffing problems to an insufficient supply. Policy Forum participants dissected critical staffing issues with the experts and then examined implications for policies that support sound preparation of qualified teachers, as well as effective recruitment and retention practices. These discussions helped policymakers gain a more expansive understanding of the problems and probable solutions.

Increasingly, research has shown that the issue is much more complex than having an insufficient supply of teachers. Indeed, critical shortages exist in certain fields and levels (e.g., mathematics, science, technology, special education). However, recent data indicate that the retention of highly qualified teachers constitutes a major challenge in all areas, with turn-over and attrition contributing significantly to teacher staffing problems. Ingersoll, for example, found that “school staffing problems are not primarily due to teacher shortages, in the technical sense of an insufficient supply of qualified teachers, rather they are primarily due to excess demand resulting from a ‘revolving door’-where large numbers of qualified teachers depart their jobs for reasons other than retirement.” Many teachers move to more attractive teaching positions; others leave the profession. According to one recent analysis of national data shared with Policy Forum participants, about one third of new teachers leave teaching sometime during their first 3 years of teaching and nearly half leave after 5 years.

Having an improved understanding of the complexities surrounding teacher shortages helps policymakers advance policies to tackle staffing issues more specifically. Jurisdictions are supporting or exploring many initiatives, including (a) legislatively earmarked recruitment strategies that identify needs and remedies specific to a district’s staffing situation, (b) salary and other compensation incentives to attract and retain qualified teachers, and (c) expanded partnerships beyond the education community tailored to address particular gaps.


Central to the issues covered in the Policy Forums is the challenge of how to assure that the students who face the biggest hurdles within and outside the classroom receive stable, high-quality teaching. Student access to well qualified teachers varies widely, with students in poorer and more racially isolated schools-too often low-performing schools-having inexperienced, uncertified, and out-of-field teachers. Low-income and high-minority schools face the greatest challenges in averting the devastating impact of poorly trained and skilled teachers over several school years. Teachers in high-poverty and high-minority schools report poor working conditions (e.g., poor facilities, books and other materials in short supply, large class sizes, and little administrative support) that contribute significantly to high attrition of good teachers and their aspiring but less experienced colleagues from specific schools, as well as from the profession. These challenges indicate a need to address teacher distribution, teacher support, and teaching resources to improve the learning opportunities for all children.

Sharing this knowledge about teacher quality with policymakers and other education stakeholders makes it more likely that policymakers will use data and best practices as they make decisions in support of strategies that will improve student achievement and ensure school success.