elementary education essay

Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

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Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Elementary Education Essays

Approaches to elementary education, popular essay topics.

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How to Write a Philosophy of Education for Elementary Teachers

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A philosophy of education statement, sometimes called a teaching statement, should be a staple in every teacher's portfolio. For elementary school teachers, the statement is an opportunity to define what teaching means to you and allows you to describe how and why you teach as you do at the early stages of learning. The following tips and philosophy of education examples for elementary teachers can help you write an essay that you'll be proud to have.

A philosophy of education statement is an opportunity to define what teaching means to you, and to describe how and why you teach as you do. Articulating this statement in the first person and using a traditional essay format (introduction, body, conclusion) will help you craft an enduring and inspiring personal statement.

Structure of a Teaching Philosophy

Unlike other kinds of writing, educational statements are frequently written in the first person because these are personal essays on your chosen profession. In general, they should be one to two pages long, though they can be longer if you've had an extensive career. Like other essays, a good educational philosophy should have an introduction, a body, and a conclusion. Here is a sample structure.

Introduction

Use this paragraph to describe your views on teaching in a general sense. State your thesis (for example, "My philosophy of education is that every child should have the right to learn and get a quality education.") and discuss your ideals. Be brief; you'll use the following paragraphs to explain the details. Think about aspects of early education that are unique to elementary teachers, and introduce these ideals into your writing.

Use the following three to five paragraphs (or more, if needed) to elaborate on your introductory statement. For example, you could discuss the ideal elementary classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions.

Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate age-appropriate learning , and how you involve students in the assessment process . Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you've put these ​​ideals into practice.

Go beyond simply restating your educational philosophy in your closing. Instead, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges. 

Philosophy of education documents for elementary teachers are very personal and unique to the individual. While some may have similarities, your own philosophy should focus on your personal approach to pedagogy and classroom management. Focus on what makes you unique as an educator, and how you wish to advance your career to further support elementary education.

Writing Prompts

As with any writing, take the time to outline your ideas before you begin. The following tips can help you craft your teaching philosophy statement:

• Brainstorm about  your educational philosophy and your views of education, making notes on those principles you value most. This can help you articulate your philosophy as you organize your essay.
• Demonstrate how you have put your educational philosophy into practice in the classroom by citing specific examples and outcomes with students, parents, or fellow teachers and administrators. 
• Reflect on your experience over your career. Most likely, your teaching philosophy has changed over time. Reflect on the opportunities and challenges that lie ahead, and how you intend to meet them.
• Connect with others and talk to your peers in the field, as well as mentors. Ask them about how they crafted their essays and ask them to review yours once you complete it. Having people who know you and your teaching style well review your work can help you craft a truly representative statement.
• Review a few sample essays to help you as you begin writing your own.

Career Advancement

Applying for a brand new job isn't the only time you need an educational philosophy. If you're seeking a promotion or are applying for tenure, you'll need to craft or update your educational philosophy statement. As time goes on, your approach to education and classroom management will likely evolve, and so will your beliefs. Updating your philosophy allows you to articulate your professional motivations and goals, as well as your approach to educating others so that observers can have a better sense of who you are, even without observing you in the classroom. Consider reviewing your philosophy every few years.

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A primer on elementary and secondary education in the United States

Editor’s Note: This report is an excerpt, with minor edits, from Addressing Inequities in the US K-12 Education System , which first appeared in Rebuilding the Pandemic Economy , published by the Aspen Economic Strategy Group in 2021.

This report reviews the basics of the American elementary and secondary education system: Who does what and how do we pay for it? While there are some commonalities across the country, the answers to both questions, it turns out, vary considerably across states. 1

Who does what?

Schools are the institution most visibly and directly responsible for educating students. But many other actors and institutions affect what goes on in schools. Three separate levels of government—local school districts, state governments, and the federal government—are involved in the provision of public education. In addition, non-governmental actors, including teachers’ unions, parent groups, and philanthropists play important roles.

Most 5- to 17-year-old children – about 88%– attend public schools. 2 (Expanding universal schooling to include up to two years of preschool is an active area of discussion which could have far-reaching implications, but we focus on grades K-12 here.) About 9% attend private schools; about a quarter of private school students are in non-sectarian schools, and the remaining three-quarters are about evenly split between Catholic and other religious schools. The remaining 3% of students are homeschooled.

Magnet schools are operated by local school districts but enroll students from across the district; magnet schools often have special curricula—for example, a focus on science or arts—and were sometimes designed specifically to encourage racial integration. Charter schools are publicly funded and operate subject to state regulations; private school regulations and homeschooling requirements are governed by state law and vary across states. Nationally, 6.8% of public school students are enrolled in charter schools; the remainder attend “traditional public schools,” where students are mostly assigned to schools based on their home address and the boundaries school districts draw. Washington, D.C. and Arizona have the highest rates of charter enrollment, with 43 and 19% of their public school students attending charter schools. Several states have little or no charter school enrollment. Prior to the COVID-19 pandemic, nearly all public schooling took place in person, with about 0.6% of students enrolled in virtual schools.

Local School Districts

Over 13,000 local education agencies (LEAs), also known as school districts, are responsible for running traditional public schools. The size and structure of local school districts, as well as the powers they have and how they operate, depend on the state. Some states have hundreds of districts, and others have dozens. District size is mostly historically determined rather than a reflection of current policy choices. But while districts can rarely “choose” to get smaller or larger, district size implicates  important   trade-offs . Having many school districts operating in a metropolitan area can enhance incentives for school and district administrators to run schools consistent with the preferences of residents, who can vote out leaders or vote with their feet by leaving the district. On the other hand, fragmentation can lead to more segregation by race and income and less equity in funding, though state laws governing how local districts raise revenue may address the funding issues. Larger districts can benefit from economies of scale as the fixed costs of operating a district are spread over more students and they are better able to operate special programs, but large districts can also be difficult to manage. And even though large districts have the potential to pool resources between more- and less-affluent areas, equity challenges persist as staffing patterns lead to different levels of spending at schools within the same district.

School boards can be elected or appointed, and they generally are responsible for hiring the chief school district administrator, the superintendent. In large districts, superintendent turnover is often cited as a barrier to sustained progress on long term plans, though the causation may run in the other direction: Making progress is difficult, and frustration with reform efforts leads to frequent superintendent departures. School districts take in revenue from local, state, and federal sources, and allocate resources—primarily staff—to schools. The bureaucrats in district “central offices” oversee administrative functions including human resources, curriculum and instruction, and compliance with state and federal requirements. The extent to which districts devolve authority over instructional and organizational decisions to the school level varies both across and within states.

State Governments

The U.S. Constitution reserves power over education for the states. States have delegated authority to finance and run schools to local school districts but remain in charge when it comes to elementary and secondary education. State constitutions contain their own—again, varying—language about the right to education, which has given rise to litigation over the level and distribution of school funding in nearly all states over the past half century. States play a major role in school finance, both by sending aid to local school districts and by determining how local districts are allowed to tax and spend, as discussed further below.

State legislatures and state education agencies also influence education through mechanisms outside the school finance system. For example, states may set requirements for teacher certification and high school graduation, regulate or administer retirement systems, determine the ages of compulsory schooling, decide how charter schools will (or will not) be established and regulated, set home-schooling requirements, establish curricular standards or approve specific instructional materials, choose standardized tests and proficiency standards, set systems for school accountability (subject to federal law), and create (or not) education tax credits or vouchers to direct public funds to private schools. Whether and how states approach these issues—and which functions they delegate to local school districts—varies considerably.

Federal Government

The authority of the federal government to direct schools to take specific actions is weak. Federal laws protect access to education for specific groups of students, including students with disabilities and English language learners. Title IX prohibits sex discrimination in education, and the Civil Rights Act prohibits discrimination on the basis of race. The U.S. Department of Education issues  regulations and guidance  on K-12 laws and oversees grant distribution and compliance. It also collects and shares data and funds research. The Bureau of Indian Education is housed in the Department of the Interior, not the Department of Education.

The federal government influences elementary and secondary education primarily by providing funding—and through the rules surrounding the use of those funds and the conditions that must be met to receive federal funding. Federal aid is typically allocated according to formulas targeting particular populations. The largest formula-aid federal programs are Title I of the Elementary and Secondary Education Act (ESEA), which provides districts funds to support educational opportunity, and the Individuals with Disabilities Education Act (IDEA), for special education. Both allocate funding in part based on child poverty rates. State and school district fiscal personnel ensure that districts comply with rules governing how federal funds can be spent and therefore have direct influence on school environments. Since 1965, in addition to specifying how federal funds can be spent, Congress has required states and districts to adopt other policies as a condition of Title I receipt. The policies have changed over time, but most notably include requiring school districts to desegregate, requiring states to adopt test-based accountability systems, and requiring the use of “evidence-based” approaches. 

IDEA establishes protections for students with disabilities in addition to providing funding. The law guarantees their right to a free and appropriate public education in the least restrictive setting and sets out requirements for the use of Individualized Educational Programs. Because of these guarantees, IDEA allows students and families to pursue litigation. Federal law prohibits conditioning funding on the use of any specific curriculum. The Obama Administration’s Race to the Top program was also designed to promote specific policy changes—many related to teacher policy—but through a competitive model under which only select states or districts “won” the funds. For the major formula funds, like Title I and IDEA, the assumption (nearly always true) is that states and districts will adopt the policies required to receive federal aid and all will receive funds; in some cases, those policy changes may have  more impact than the money  itself. The federal government also allocated significant funding to support schools during the Great Recession and during the COVID-19 pandemic through specially created fiscal stabilization or relief funds; federal funding for schools during the COVID crisis was significantly larger than during the Great Recession.

The federal tax code, while perhaps more visible in its influence on higher education, also serves as a K-12 policy lever. The controversial state and local tax deduction, now limited to $10,000, reduces federal tax collections and subsidizes progressive taxation for state and local spending, including for education. As of 2018, 529 plans, which historically allowed tax-preferred savings only for higher education expenses, can also be used for private K-12 expenses.

Non-Governmental Actors

Notable non-governmental actors in elementary and secondary education include teachers’ unions and schools of education, along with parents, philanthropists, vendors, and other advocates.The nation’s three million public school teachers are a powerful political force, affecting more than just teachers’ compensation. For example, provisions of collective bargaining agreements meant to improve teachers working conditions also limit administrator flexibility.  Teachers unions  are also important political actors; they play an active role in federal, state, and school board elections and advocate for (or, more often, against) a range of policies affecting education.  Union strength varies considerably across U.S. states.

Both states and institutions of higher education play important roles in determining who teaches and the preparation they receive. Policies related to teacher certification and preparation requirements, ranging from whether teachers are tested on academic content to which teachers are eligible to supervise student teachers, vary considerably across states. 3 Meanwhile,  reviews of teacher training programs  reveal many programs do not do a good job incorporating consensus views of research-based best practices in key areas. To date, schools of education have not been the focus of much policy discussion, but they would be critical partners in any changes to how teachers are trained.

Parents play an important role, through a wide range of channels, in determining what happens in schools. Parents choose schools for their children, either implicitly when they choose where to live or explicitly by enrolling in a charter school, private school, participating in a school district choice program, or homeschooling, though these choices are constrained by income, information, and other factors. They may also raise money through Parent Teacher Associations (PTAs) or other foundations—and determine how it is spent. And they advocate for (or against) specific policies, curriculum, or other aspects of schooling through parent organizations, school boards, or other levels of government. Parents often also advocate for their children to receive certain teachers, placements, evaluation, or services; this is particularly true for parents of students with disabilities, who often must make sure their children receive legally required services and accommodations. Though state and federal policymakers sometimes  mandate parent engagement , these mechanisms do not necessarily provide meaningful pathways for parental input and are often dominated by  white and higher-SES parents .      

Philanthropy also has an important influence on education policy, locally and nationally. Not only do funders support individual schools in traditional ways, but they are also increasingly active in influencing federal and state laws. Part of these philanthropic efforts happen through advocacy groups, including civil rights groups, religious groups, and the hard-to-define “education reform” movement. Finally, the many vendors of curriculum, assessment, and “edtech” products and services bring their own lobbying power.

Paying for school

Research on school finance might be better termed school district finance because districts are the jurisdictions generating and receiving revenue, and districts, not schools, are almost always responsible for spending decisions. School districts typically use staffing models to send resources to schools, specifying how many staff positions (full-time equivalents), rather than dollars, each school gets. 

Inflation-adjusted, per-pupil revenue to school districts has increased steadily over time and averaged about $15,500 in 2018-19 (total expenditure, which includes both ongoing and capital expenditure, is similar but we focus on revenue because we are interested in the sources of revenue). Per-pupil revenue growth tends to stall or reverse in recessions and has only recently recovered to levels seen prior to the Great Recession (Figure 1). On average, school districts generated about 46% of their revenue locally, with about 80% of that from property taxes; about 47% of revenue came from state governments and about 8% from the federal government. The share of revenue raised locally has declined from about 56% in the early 1960s to 46% today, while the state and federal shares have grown. Local revenue comes from taxes levied by local school districts, but local school districts often do not have complete control over the taxes they levy themselves, and they almost never determine exactly how much they spend because that depends on how much they receive in state and federal aid. State governments may require school districts to levy certain taxes, limit how much local districts are allowed to tax or spend, or they may implicitly or explicitly redistribute some portion of local tax revenue to other districts.

Both the level of spending and distribution of revenue by source vary substantially across states (Figure 2), with New York, the highest-spending state, spending almost $30,000 per pupil, while Idaho, Utah, and Oklahoma each spent under $10,000 per pupil. (Some, but far from all, of this difference is related to higher labor costs in New York.) Similarly, the local share of revenue varies from less than 5% in Hawaii and Vermont to about 60% in New Hampshire and Nebraska. On average, high-poverty states spend less, but there is also considerable variation in spending among states with similar child poverty rates.

Discussions of school funding equity—and considerable legal action—focus on inequality of funding across school districts  within the same state . While people often assume districts serving disadvantaged students spend less per pupil than wealthier districts within a state, per-pupil spending and the child poverty rate are nearly always uncorrelated or  positively  correlated, with higher-poverty districts spending more on average. Typically, disadvantaged districts receive more state and federal funding, offsetting differences in funding from local sources. Meanwhile, considerable inequality exists between states, and poorer states spend less on average. Figure 3 illustrates an example of this dynamic, showing the relationship between district-level per-pupil spending and the child poverty rate in North Carolina (a relatively low-spending state with county- and city-based districts) and Illinois (a higher-spending state with many smaller districts). In North Carolina, higher poverty districts spend more on average; Illinois is one of only a few states in which this relationship is reversed. But this does not mean poor kids get fewer resources in Illinois than in North Carolina. Indeed, nearly  all  districts in Illinois spend more than most districts in North Carolina, regardless of poverty rate.

Figure 4 gives a flavor of the wide variation in per-pupil school spending. Nationally, the district at the 10th percentile had per-pupil current expenditure of $8,800, compared to $18,600 at the 90th percentile (for these calculations we focus on current expenditure, which is less volatile year-to-year, rather than revenue). Figure 4 shows that this variation is notably  not  systematically related to key demographics. For example, on average, poor students attend school in districts that spent $13,023 compared to $13,007 for non-poor students. The average Black student attends school in a district that spent $13,485 per student, compared to $12,918 for Hispanic students and $12,736 for White students. 4  School districts in high-wage areas need to spend more to hire the same staff, but adjusting spending to account for differences in prevailing wages of college graduates (the second set of bars) does not change the picture much.

Does this mean the allocation of spending is fair? Not really. First, to make progress reducing the disparities in outcomes discussed above, schools serving more disadvantaged students will need to spend  more  on average. Second, these data are measured at the school district level, lumping all schools together. This potentially masks inequality across (as well as within) schools in the same district.

The federal government now requires states to report some spending at the school level; states have only recently released these data. One study using these new data finds that within districts, schools attended by students of color and economically-disadvantaged students tend to have more staff per pupil and to spend more per pupil. These schools also have more novice teachers. How could within-district spending differences systematically correlate with student characteristics, when property taxes and other revenues for the entire district feed into the central budget? Most of what school districts buy is staff, and compensation is largely based on credentials and experience. So schools with less-experienced teachers spend less per pupil than those with more experienced ones, even if they have identical teacher-to-student ratios. Research suggests schools enrolling more economically disadvantaged students, or more students of color, on average have worse working conditions for teachers and experience more teacher turnover. Together, this means that school districts using the same staffing rules for each school—or even allocating more staff to schools serving more economically disadvantaged students—would have different patterns in spending per pupil than staff per pupil.

[1] : For state-specific information, consult state agency websites (e.g., Maryland State Department of Education) for more details. You can find data for all 50 states at the U.S. Department of Education’s National Center for Education Statistics , and information on state-specific policies at the Education Commission of the States .

[2] : The numbers in this section are based on the most recent data available in the Digest of Education Statistics, all of which were collected prior to the COVID-19 pandemic.

[3] : See the not-for-profit National Council on Teacher Quality for standards and reviews of teacher preparation programs, and descriptions of state teacher preparation policies.

[4] : These statistics may be particularly surprising to people given the widely publicized findings of the EdBuild organization that, “ Nonwhite school districts get $23 billion less than white school districts. ” The EdBuild analysis estimates gaps between districts where at least 75% of students are non-White versus at least 75% of students are White. These two types of districts account for 53% of enrollment nationally. The $23 billion refers to state and local revenue (excluding federal revenue), whereas we focus on current expenditure (though patterns for total expenditure or total revenue are similar).

Disclosures: The Brookings Institution is financed through the support of a diverse array of foundations, corporations, governments, individuals, as well as an endowment. A list of donors can be found in our annual reports published online  here . The findings, interpretations, and conclusions in this report are solely those of its author(s) and are not influenced by any donation .

About the Authors

Sarah reber, joseph a. pechman senior fellow – economic studies, nora gordon, professor – mccourt school of public policy, georgetown university.

Elementary Education, Human Development and Learning Essay

Education is the process of training learners so as to endow them with skills; to change their character for the better and to change their behavior positively. Human development refers to the process through which a human being develops from childhood to adult hood through a number of stages. Learning is the process through which the learners acquire knowledge, skills from the teacher by being taught by the teacher.

Self esteem refers to the ability of an individual to view themselves with high regards as they view other people. High self esteem is normally a great drive in achieving greater things than could have been imagined. While low self esteem is normally a discouraging factor and normally affects individuals who have little belief in themselves and are normally afraid of making any initiatives. In a classroom environment, it is normally important that the teacher helps the learners to develop high self esteem. High self esteem is normally a motivator to the learners. The teacher can develop self esteem in the learners as he or she teaches. This normally involves appreciation of the learners. The teacher could use words of appreciation that will encourage the learners to participate in class; words such as good attempt, keep it up, well done and so on really provide a lot of positive motivation to the learners (Fernandez, 2008).

Security, also be referred to as protection is essential for learners in classroom environment. The classroom environment including the buildings and the classroom accessories need to be in good condition so as to enhance the learner’s security. School achievement is normally a collective responsibility of all the learners and the teachers.

Since the performance of every individual learner contributes to the overall school performance, the teachers should ensure that all the learners are effectively involved in the learning process. He or she can involve groupwork, tuitions and special classes to help the weaker students. This will help in strengthening a point not well understood during the normal lessons and as a result improving the overall school performance in the long term.

The three strategies can be involved during a laboratory experiment for a science practical. The teacher can group the learners. He or she can then consider making the groups compete for the best performance. Since the laboratory equipment and some of the chemicals used are very dangerous, the teacher can consider involving the laboratory technicians or assistants to help him/her to guide the learners and prevent any possible accidents. At the end of the practical experiments, the teacher can consider assisting the group that performed poorly and teach them on how to do the practical accurately. The laboratory practical also enables the learners to apply the knowledge gained in class in practice or in real life situations (Harrison, 2002 p. 168).

The introduction of competition in the groups is a motivating factor that will boost the learners’ motivation to do the practical effectively. The presence of the laboratory assistants and technicians to assist the learners in the laboratory helps in enhancing the learners’ security and preventing any possible accidents. When the teacher sets aside the group that performed poorly and helps them go through the practical once again, he/she is likely to enhance the overall school performance.

Fernandez, C. (2009). A boost for slow learners . Web.

Harrison, R. (2002). Supporting Lifelong Learning: Perspectives on learning. London, Routledge Falmer.

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• Essay on Importance of Education

Importance of Education Essay

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

Importance of Education

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

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

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

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

Steps Taken By Government To Promote Education

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

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

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

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

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

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

Are girl children still denied their right to get educated?

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

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

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

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Planning Writing Lessons for the Early Elementary Grades

Teachers can provide thoughtful instruction that supports the sustained development of young students’ literacy skills.

Often, attempting to plan effective and purposeful writing instruction raises many questions: What does lesson planning look like? How will I manage so many students who may be in different stages of their writing? How often should they be editing and revising? The list doesn’t stop there.

By utilizing on-demand writing for assessment and long-range writing for scaffolded practice of applying various writing techniques, teachers can approach their instruction with intentional and tailored lessons that meet the needs of the learners in the classroom, as well as help students develop self-regulated behaviors when crafting a piece of text.

On-Demand Writing

Just like any area of instruction, assessment is critical for knowing what the students’ strengths and areas of growth are, and on-demand writing is how teachers can gather that evidence. An on-demand piece of writing simply means that the teacher provides a specific prompt for the student to write to for the purpose of anecdotal data. For example, let’s say a second-grade teacher prepares for a narrative writing cycle. In the first couple of days before the cycle begins, they’ll ask students to write a narrative about something fun they’ve experienced (with their family or a friend). 

After the prompt is given, students get one or two days to write and are provided with all necessary tools to carry out the process of developing a piece of writing without additional modeling or instruction. Effective tools might include graphic organizers, writing paper, tools for editing, and a writing checklist. However, the teacher will not model how to use the tools. The teacher is informally assessing if the students know how to use these resources to develop a story.

After students complete their piece, the teacher collects them for analysis. It is critically important to determine realistic expectations for what writing should look like throughout various points of the year, so creating a common rubric as a grade level is a great way to stay on the same page for analyzing the assessment. 

Writing growth, similar to reading, happens along a continuum of skills. At the beginning of the year, a second grader can’t be expected to write like an end-of-the-year second grader because they haven’t been taught the grade-level skills necessary to do so yet. On-demand benchmark assessments along the way will gradually raise the expectation of what that student should be able to do. Websites such as Reading Rockets and Achieve the Core provide useful anchor examples of real student writing in various genres that provide annotated explanations of students’ overall writing ability and possible next steps for instruction.

As students engage in daily lessons about crafting a narrative within the instructional cycle of a long-range writing piece, another on-demand prompt may be given at the halfway point of the cycle to track growth and drive future instruction. This could be the same prompt as before or a prompt given in response to a story or passage the student has read.  

It’s important to remember that it’s easy to fall into the trap of using writing prompts daily for students to produce writing simply because it’s easy to manage. If we use this approach exclusively, we rob our students of the opportunity to dive deeply into producing self-chosen, elaborate pieces full of voice and author’s craft.

Long-Range Writing

Long-range pieces give students the autonomy to choose their own writing topic while the teacher assists in walking them through the process. This type of instruction instills the executive-functioning behaviors needed when students are asked to write a piece on demand. When considering how to implement this type of writing instruction, it can be overwhelming. Breaking down long-range instruction using the following components allows for a more manageable approach.

Keep your lesson mini: A mini lesson is 15 to 20 minutes long and organized in a gradual release format, and it allows the teacher to model a specific, focused lesson. For example, narrative writing could be broken into the following mini lessons for a beginning-of-the-year cycle for second grade: introduce and describe a setting, introduce and describe the character, edit on the go (this means to stop and edit before we add more writing), describe the first event in the narrative, introduce a problem, etc. Essentially, each lesson will invite students to add to their story one chunk at a time.

Model, provide independent practice: The teacher begins by modeling one learning target using a well-crafted organizer . An effective organizer teaches students that each genre has a specific structure. As learners begin to recognize the pattern in text structure, they can replicate it when assessed in on-demand pieces. For example, the teacher can start by using a text that clearly introduces and describes the setting, and then read that page out loud and ask students what they notice about how the author introduced the setting.  

Next, students are invited to help the teacher write a setting to a story together by offering verbal suggestions. The teacher records the students’ ideas and writes an example introduction in the organizer. Then students think about an idea for an introduction of a setting on their own and are prompted to talk to a partner about their story. The students verbally rehearse what they plan to write, as this provides them an opportunity to organize their thoughts and prepares them to get started as soon as they are released to write independently, using the same organizer that the teacher used to model the mini lesson.  

The benefit of this approach is that it gives the teacher time to provide specific feedback over the same crafting element. Having every student write their complete thoughts directly in the organizer in a chunked manner allows for a better visual of where to correct capitalization and punctuation. Essentially, each lesson should invite students to write one or two complete sentences that can be quickly edited before adding the next part of the story.  

Share and reflect: Close each lesson by bringing students back together so that they have an opportunity to share what they’ve produced. This time celebrates students’ creativity, as well as giving them an opportunity to reflect on how they can improve their writing.   

Both on-demand writing and long-range writing are vital in developing confident writers across various genres. It’s important to approach them with a cyclical scope and sequence that allows students to learn the craft, structure, and development of narrative, informative, and opinion styles of writing. By scaffolding and supporting students’ growth in each genre of writing, learners will begin to automatically apply these techniques more independently as the year progresses because of the solid foundation that has been built. 

BSEd in Elementary Education

Prepare for a career teaching prekindergarten through grade five with our B.S.Ed. in Elementary Education, which offers extensive in-classroom experience as well as a solid foundation in theory and teaching principles.

You will develop a strong community through small, cohort-based classes and gain hands-on experience every semester as you work toward your teaching certification.

• Regularly ranked as a top 5 program by U.S. News & World Report
• Ranked 1st on College Choice’s list of 25 best Bachelors in Elementary Education
• Gain more than 400 hours of practicum experience plus spend a semester student teaching
• Earn certification to teach prekindergarten through grade five
• Joint bachelor’s/master’s degree available through the Double Dawgs B.S.Ed./M.Ed. Pathway

The B.S.Ed. in Elementary Education will equip you with the skills to develop culturally relevant curricula and educational practices, design innovative learning environments, and build effective school-family-community partnerships. During the program, all candidates will have an opportunity to work with children in each grade band as required by the Georgia Professional Standards Commission. The grade bands are PK–K, 1–3, and 4–5.

Our program balances student experiences to include both educational theory and practice. You will take a range of coursework, including:

• Educational theory
• Elementary curricula
• Methods courses in language, literacy, mathematics, science, and social studies

You will also get hands-on experience with different student populations thanks to university partnerships with a number of local school districts.

• First-semester students participate in ethnographic studies of the communities surrounding a local school. These field-based experiences help you better understand the social and political contexts in which teaching and learning occur, and emphasize the value and impact of community.
• Get involved in elementary classrooms each of the program’s four semesters. During this time, you are engaged in elementary classrooms where you observe, assist teachers, tutor individual children, work with small groups, and lead whole-classroom activities.
• In your final semester, you will participate in full-time student teaching. During this time, you will be fully engaged as co-teachers and collaborators with experienced mentor teachers. All these clinical experiences are supervised and linked to specific elementary education courses.
• Several courses are offered on-site at local elementary schools. This allows you to be part of the school culture while connecting with students, families, practicing teachers, and administrators.

Our elementary education program’s distinguished faculty are recognized nationally and internationally as teachers, researchers, and mentors with a range of experiences and prestigious research grants. The faculty are dedicated to supporting students in their academic work and future careers.

Learn more about the B.S.Ed./M.Ed. Double Dawgs Pathway

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Download Four-Year Plan (PDF)

The maximum number of admits to this program is 75 students per year, and in most years, the program is highly competitive. Although the program has minimum eligibility criteria, most applicants greatly exceed the minimum. If your grades do not represent your future potential, please use the essay/statements portion of the application to make your case for admission.

Prior to application, you should consult with the Office of Undergraduate Advising in 612 Aderhold Hall. They can advise you on arranging your program of study prior to application, so you are well-positioned for enrollment if accepted.

Minimum Eligibility Criteria

• Overall minimum GPA of 2.80
• No more than nine hours remaining in Core Areas I-V (not including in-progress coursework)
• Completion of Core Area VI courses with a grade of C or higher
• EDUC 2110 or LLED 5040
• EDUC (EPSY 2130)
• MATH 2003 or MATH 5001/7001
• Six credits of science electives
• Completion of (1) Federal and Georgia Constitution and (2) U.S. and Georgia History University requirements by the end of the semester of application

How to Apply

Part 1: apply to the university of georgia.

Students must be accepted to UGA before entering a College of Education program.

Start UGA Application

Part 2: Apply to the B.S.Ed. in Elementary Education

The B.S.Ed. in Elementary Education admits cohorts for both Fall and Spring semesters. If you are in the process of completing the required core coursework, you may be conditionally accepted contingent upon satisfactory completion of the required courses while maintaining the required minimum 2.80 GPA for admission.

Spring 2025 Major Admissions Timeline

Applications for the Spring 2025 cohort will open on Friday, August 16, 2024.

• Application Opens – Friday, August 16, 2024
• Application Closes – Friday, September 13, 2024, at 5 p.m.
• Decisions Released – Monday, September 30, 2024

Application Materials

• College of Education Major Application
• Required Application Materials In the application, you will be required to upload the following items:
• Unofficial Transcript Applicants should upload a copy of their unofficial transcripts in a single PDF file.
• Résumé Applicants must provide a standard one-page résumé including educational background, work experience, extracurricular activities, community involvement, etc. Please submit your résumé as a single PDF file.
• Essay In the application, you will be asked to upload a written response answering two prompts. Please save your response in a single PDF file. Download Essay Prompts (PDF)

B.S.Ed. Program Application FAQs

Apply to the Program

Selection Process

Applications are evaluated by a committee consisting of program faculty members. The rubric-based evaluation process holistically examines applicant materials, including consideration of GPA, essay, résumé, and the minimum eligibility criteria. Simply meeting the minimum eligibility criteria does not guarantee acceptance to the program . Applicants who are not accepted may apply again in the next application cycle.

Admission Decisions

Admissions decisions are released in February for Fall Cohort admissions and in October for Spring Cohort admissions. Candidates will be notified via UGA email of their admission decision.

Special Requirements Upon Admission

• Overall GPA of 2.80
• Grade of C or higher for every course in Area VI and all pre-professional courses
• Grade of B or higher in the exceptional children course requirements for certification
• Teacher certification candidates must (1) earn a GaPSC Pre-Service Certificate prior to beginning field experience and (2) complete several assessments prior to certification

Admission Contact

Beth Wurzburg

Student Outcome Data

Additional resources.

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

All undergraduate students at UGA meet with an academic advisor each semester. This meeting is critical to student success and provides a chance to discuss courses and electives, certification criteria, and general graduation requirements.

Find Your Advisor

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

You will have the opportunity to host a kindergarten field trip through Experience UGA, a new initiative to bring Clarke County students to campus each year.

Also, you can find tutoring and volunteer opportunities through the College’s outreach Reading Clinic.

You will have the opportunity to study abroad in Modena, Italy (Summer study) or Ghana (Winter study). Or, you can explore other overseas options through our partnership with the Consortium of Overseas Student Teaching Program.

Connect with fellow education students through organizations such as Kappa Delta Epsilon, the Feminist Scholar-Activists, and others.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

• Career Outcomes
• Consortium for Overseas Student Teaching
• D. Keith Osborn Scholarship (PDF)
• Paul Tappan Harwell Scholarship (PDF)
• Study Abroad in Modena, Italy
• What can I do with a major in…?

Home — Essay Samples — Geography & Travel — Travel and Tourism Industry — The History of Moscow City

The History of Moscow City

• Categories: Russia Travel and Tourism Industry

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Published: Feb 12, 2019

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