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Work Education: Meaning, Importance, Skills, Objectives

Pallavi Pradeep Purbey ,

Jul 10, 2024

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Work education provides students with exposure to social and economic activities inside and outside the classroom. It helps them understand and build skills related to work education which will help them uplift themselves and be independent.

Work Education comprises activities consisting of services, foods, and community development in various areas of human needs such as health and hygiene, food, clothing, recreation, and social service in accordance with the mental abilities and manual skills of children at various stages of education.

Work education results in services valuable to the community, besides the gratification of self-fulfillment. It focuses on building manual characters. The main objective of work education is to ensure a greater sense of worldly knowledge and develop respect for workers among the students.

Table of Contents

What is Work Education?

Why work education, objectives of work education, importance of work education, advantages of work education, list of activities in work education.

Work education is the nature of knowledge that provides an identical significance to the community and social services by creating consciousness for the wellbeing of the people and society. An essential concept of work education is that it has a manual spirit. Therefore, work education plays an emphasis on learning while working in any field.

Below are some features of Work Education.

• Work education provides both knowledge and skills through understandable and graded programs and helps people enter into a world of work.
• It acts as a different curricular area for offering children opportunities for participating in social and economic activities inside and outside the classroom.
• The prolific manual work situations are drawn from health and hygiene, food, shelter, clothing, recreation, and community service.
• The skills to be developed in this field should comprise knowledge, understanding, practical skills, and values throughout need-based life activities.
• Pre-vocational education should get a prominent place at work education to let students choose various activities according to their interests.

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Work Experience has been named as Work Education and thus makes it a fundamental part of education. It develops;

• Personality.
• Positive work values.
• Constructive habits.

Moreover, work education conveys crucial knowledge related to career and develops proper work skills which can help the children to become productive in meeting their day to day activities.

Work Education helps students develop skills like work values, productivity, and self-reliance. In addition, work education allows students to identify their natural interests and aptitudes in selecting suitable courses of study.

Also Read:  What is a Junior College? Here's What to Know

Work education has specific objectives, which are very important to give the right direction to people and the community. It acts as a vital part of the learning process resulting in goods or services considered valuable to the community. Work education focuses on teaching various socially desirable values such as;

Below is the list of objectives of work education.

• Identify the needs of every individual and their family and community concerning food, health, and hygiene to understand the working environment.
• Familiarize oneself with productive activities in the community in various sectors. It helps in gathering information about various activities in society.
• Know the sources of raw materials and understand the use of tools and equipment to produce goods and services by workers. It helps in gathering essential information.
• Develop skills for the assortment, procurement, arrangement, and utilization of tools and materials for different forms of productive work. It also helps in incorporating new skills.
• Develop self-esteem and confidence through accomplishment in productive work and services.
• Develop a deeper opinion for the environment and wisdom of belonging, responsibility, and commitment to society. It helps in developing a sense of belongingness within people.
• Develop reverence for manual work and regard for manual workers in the community to give them the utmost respect.
• Develop work habits such as punctuality, honesty, discipline, efficiency, and dedication to duty.
• Develop self-esteem and self-assurance through achievements in productive works and services in various fields.
• Develop a deeper apprehension for the environment and a sense of belongingness, responsibility, and commitment to society to ensure the community's welfare.
• Develop alertness of socio-economic problems of the society to ensure people about the changes if made.

Also Read: Buddhist Education System in India: Meaning, Objectives, Subjects

Work education is regarded as very important, meaningful, and the ongoing manual work is organized as a vital part of teaching-learning procedures that are functional to society and the satisfaction of doing work. It is essential for all education segments, i.e., primary, secondary, higher secondary, and higher education. Work education can be granted through a well-developed, channeled, and structured program.

Work education is an integral part of education as,

• It helps to bridge the gap between manual workers and white-collar workers in society.
• Work education gives respect to all types of workers in all sectors, and also creates social awareness for the welfare of society.
• It builds coordination in hand actions and brain activities.
• Work education promotes socially useful physical labor by inheriting educational activities in various fields.
• It acts as a necessary and significant factor in learning different activities and the processes to pursue a particular objective.
• Work education is discernible in the form of valuable services and productive work for the community.
• It is associated as a necessary factor with all the aspects of knowledge in a multi-level education system.
• Work education is based on the principle of learning by doing and practicing.

Also Read:  Importance of Adult Education

Work education aids in various factors to the students and the people who are looking to work in varied areas. Students gain a plethora of knowledge about almost every field, and strategies are built on understanding and practicing such education. In addition, students are involved in activities that help them understand the concept of work education.

Below is the list of advantages of work education.

• Work education links classroom learning to the real world and makes students practice various activities.
• Work education gives opportunities to perform skills in real-world scenarios beyond theoretical learning.
• Work education helps students develop soft skills for the better manifestation of gifts.
• Work education gives students a chance to watch professionals in action entitled to work in various activities.
• It helps students associate with potential employers to broaden their network. And it leads to increased student enrollment with varied skills.
• Motivates students to understand and comprehend working areas.
• Work education provides opportunities for individualized instruction to perform skill-based activities. And it gets the community involved by providing an array of exciting work.
• Work education builds a pool of skilled workers to make the empire rise.
• Teaches soft skills that help in maintaining patience while working.
• Work education lowers recruitment costs for employers as there are people who would be highly skilled in a limited number of activities.

Also Read:  What is Quality Education? Meaning and Importance

Work education includes activities of services, foods, and community development. It focused on health and hygiene sectors, food, clothing, recreation, and social service in harmony with children's mental abilities and manual skills related to work education. Below is the list of activities any person can enroll themselves in.

• Computer Education
• Drawing and Painting
• Work Experience
• Western Music
• Vocal Music
• Knitting and Stitching
• Gadgets learning
• Western Dance
• Creative Thinking
• General Assembly
• Sports and Games
• English Lab
• Smart Class
• Classical Dance
• Instrumental Music

Work education encourages children to know the needs of themselves, their families, and society. The aim is to build students' personalities to have a successful life by having moral values in their pocket of energy.

Also Read:  Top 10 Benefits of Environmental Education 2024

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Why We Must Connect Education and the Future of Work

A lack of alignment among K–12, higher education, and the world of work threatens to compromise our resilience and success as a country. Education leaders at the Corporation argue that we must redesign our educational systems to reach a broader set of students

Fundamental goals for American public education are to ensure that each student is prepared to be an active participant in a robust democracy and to be successful in the global economy. This requires coordinated efforts among government, philanthropy, the business community, and the education sector. However, as our nation’s economic and labor market opportunities evolve, the lack of alignment among K–12, higher education, and the world of work is further exposed and compromises our resilience and success. Our institutions are working to meet the opportunities and demands of the future of work in relative isolation. We must encourage systematic connections that reach across the educational, political, and economic domains to holistically prepare students for life, work, and citizenship. This demands a redesign of educational and employment options for all students. We must ask tough questions about what contributions are needed from each sphere today to prepare the workforce of tomorrow. 

Today’s high school students are arriving at college underprepared: 40 percent fail to graduate from four-year institutions, and 68 percent fail to graduate from two-year institutions. [1] Yet the future of work will require higher — not lower — college graduation rates. Already, our economy has 16 million recession-and automation-resistant middle-income jobs that require some postsecondary credential, as well as 35 million jobs that require a bachelor’s degree or higher. [2] Nearly half of American employers say they are struggling to fill positions — the highest number in more than a decade — citing dearths of applicants, experience, and both technical and soft skills as their biggest challenges. [3]

As our nation’s economic and labor market opportunities evolve, this lack of alignment among K–12, higher education, and the world of work will become further exposed and will compromise our resilience and success as a country. At present, students without access to higher education already experience less mobility and lower lifetime salaries. [4] Looking forward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities. If we want to alleviate these issues and prepare students for the careers of the future, it is imperative that we close the chasm between K–12 and higher education. 

Those attempting to reform the education system are familiar with the ways in which it is fragmented. Many have experienced the unintended consequences that come from working in isolation and proceeding with untested assumptions, especially during efforts to scale innovations or foster long-term sustainability. We believe the solution is to work more integratively: to resist the temptation to tackle siloed, singular components and instead collaborate on large-scale transformations designed around a unified vision. 

Looking for­ward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities.

That vision, when considering American public education, is to prepare each student for active participation in a robust democracy and success in an advanced global economy. Accomplishing this demands an approach that reaches across educational, political, and economic domains to seamlessly prepare students for life, work, and citizenship. It demands the redesign of educational and career pathways to allow for cross-pollination among all sectors, from business to government to philanthropy — and it demands asking tough questions about what each sphere must contribute today to prepare the workforce of tomorrow. 

Higher education can play a unique role because it has the ability to reach in several directions: toward both K–12 schools and educators, and businesses and future employers. Since it is often under the control of the state, higher education can also reach across to the governor, mayor, and other decision- and policymakers. As such, higher education can do more than effect change within a single institution; instead, it can help to enact networks and policies across an entire city or state. In short, to prepare students to become citizens of the world — who also have economic opportunities in the future workplace — stakeholders must abandon their traditional silos and work together to achieve coherence. 

The Case for Coherence 

Linear, laser-focused strategies are appropriate when consequences are predictable, contexts are similar, and results are easily measured and few in number. But in the world of education, where contexts are diverse, the level of transformation needed is enormous, and the number of stakeholders is high, linear approaches to change do not work. They accomplish superficial, rather than meaningful, improvements and can lead to missteps and frustration. 

To create longer-term solutions at scale, we must accept that education is a complex social system, and design strategies for change around that fundamental fact. If our goal is to move toward 21st-century teaching and learning that better prepares young people for the dynamic world of work, traditional top-down, isolated, programmatic approaches will not succeed. Rather, to effect broad change, we must be thoughtful, flexible, and inclusive, and we must consider myriad factors, including the vantage points and resources of all stakeholders. 

Three Design Principles for Coherence 

In one attempt to catalyze this shift, Carnegie Corporation of New York launched the Integration Design Consortium in 2017. The corporation extended grants to five organizations to design and implement two-year projects aimed at reducing fragmentation in education and advancing equity. During our collaboration with these initiatives — each focused on different disciplines, such as human-centered design, systems thinking, and change management — we saw several themes emerge again and again. Irrespective of the project or context, these principles seemed to be influential in making progress toward coherence. For those striving for educational change, we believe these three principles can serve as a foundation upon which to design innovative solutions, and a lens through which to envision ways of thinking and working differently.

Cultivating a Shared Purpose  Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system. The work of defining this purpose cannot be done in an isolated manner; instead, a collective vision should be cocreated by various stakeholders, then anchored by thoughtful implementation planning. Developing a cohesive vision has multiple benefits, including increasing broad buy-in and helping individuals understand how their actions can lead to change at scale. 

One promising initiative that exemplifies this approach is the Cowen Institute at Tulane University, which shares its purpose of advancing youth success with a multitude of stakeholders in its home city of New Orleans. In addition to disseminating salient research and implementing several direct service programs, the Cowen Institute develops and leads citywide collaboratives focused on promoting access to and persistence in college and careers. These include the New Orleans College Persistence Collaborative and the College and Career Counseling Collaborative, bringing together counselors and practitioners from high schools and community-based organizations across New Orleans under the common goal of increasing students’ access to and persistence in college and careers. 

Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system.

By engaging in a shared review and understanding of data centered on the needs of all students, these communities of learning play an important role in cultivating a shared sense of purpose across a diversity of organizations and institutions. At the same time, they provide members with professional development, the opportunity to share best practices, and a means of engaging in collective problem-solving centered on improving college and career success for New Orleans youth. 

Cocreating Inclusive Environments  This principle, which has its roots in user-centered design, encourages the consideration of various points of view when developing policies, prioritizing input from those who will be directly affected by the outcome. It also urges individuals to assess their own beliefs before creating policies that reverberate through the entire system, and advocates the shifting of power structures so that those most affected have the opportunity to share their perspectives and play a role in the decision-making process. It is only by identifying the actors in the system, understanding their perspectives, and using their input that we can create inclusive and effective programs. 

Transforming Postsecondary Education in Mathematics (TPSE Math) is one example of a movement to create an inclusive postsecondary environment. It focuses on a discipline that has traditionally been a barrier to student success: math. 

In one study of 57 community colleges across several states, 59 percent of students were assigned to remedial math courses upon enrollment, and, of those, only 20 percent completed a college-level math course within three years. [5] Through TPSE Math, leading mathematicians have convened stakeholders across the country to change mathematics education at community colleges, four-year colleges, and research universities so that it better meets the needs of a diverse student body and their diverse future careers. 

For example, TPSE has provided significant support in the national movement to develop multiple mathematics pathways for students. The goal is for every student to have the opportunity to take a rigorous entry-level mathematics course relevant to his or her field of study and future career and to significantly reduce the time for underprepared students to complete their first college-level math course. This results in more inclusive math departments and courses that focus on success for all students, not only those who will go on to be math majors or to remain in academia. 

TPSE has also promoted cross-sector engagement by facilitating conversations about effective and innovative practices — including the connections between college mathematics and the world of work — and then sharing those learnings across institutions. These math departments are supporting a rich set of interdisciplinary academic experiences and pathways designed to prepare students with the mathematical knowledge and skills needed for engagement in society and the workforce. 

Building Capacity That Is Responsive to Change  To create infrastructure and processes that will be effective over the long term, it is crucial to acknowledge and accept the dynamic nature of the education system. This means prioritizing relationships and trust, and viewing a project’s initial implementation as the first of multiple iterations and trials, each of which considers the potential impact on different stakeholders. This is crucial because achieving broader coherence across the education system can seem daunting, so it is more manageable to identify a specific gap or disconnect to address, such as the transition from college to career.

Focusing on particular barriers and trying out solutions before prescribing them at scale acknowledges the dynamism of the sector and the complexities of coherence, while making meaningful progress on issues that matter. 

The University Innovation Alliance (UIA), for instance, takes an agile, human-centered approach to increasing the number and diversity of college graduates in the United States. Since its founding in 2014, this national coalition of 11 public research universities has produced 29.6 percent more low-income bachelor’s degree graduates per year, amounting to nearly 13,000 graduates annually. The UIA estimates that the total will reach 100,000 by the 2022–2023 academic year. [6] *

True to the nature of the research institutions leading the work, the UIA accomplishes this through experimentation and iteration. One area of focus for the network has been ensuring student success beyond graduation through redesigning college-to-career supports to better ensure students find gainful employment upon graduation. The project uses design thinking, with its rapid prototyping of ideas and short feedback cycles, in service of reimagining career services to better support low-income students, first-generation students, and students of color. 

The process of innovation starts with understanding the perspective of students and the current practices on campuses; providing career services professionals with the capacity, time, and connections they need to generate new campus solutions; and engaging employers and other stakeholders in the redesign. This approach is consistent with the vision of the UIA, that “by piloting new interventions, sharing insights about their relative cost and effectiveness, and scaling those interventions that are successful [,] . . . [its] collaborative work will catalyze systemic changes in the entire higher education sector. [7]

An Integrative Pathway to the Future 

Strides in educational coherence are being made on a regional level, too. Tennessee and Colorado, for example, have adopted holistic cradle-to-career solutions that intentionally plan for the duration of their residents’ lifetimes, and the Central Ohio Compact has mobilized K–12, higher education, community-based organizations, and local industry with the goal of helping 65 percent of local adults earn a postsecondary credential by 2025. [8] Each of these initiatives exemplifies the design principles described earlier, by considering the experiences of key actors and employing a multistakeholder approach that includes policymakers — factors crucial to enacting change on a systemic level.

In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences.

Though these projects are promising, they are not enough. In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences. For the revolutionary changes that the future demands, we must move beyond this fragmented way of thinking and working, and accept that history’s boundaries no longer apply. We must take a coherent approach to connecting education and the future of work, harnessing integrative design principles to foster progress, flexibility, and inclusivity. To improve today and prepare for the future, we must build on these ideas together. We must embrace a user-centered approach that is designed around our ultimate goal: empowering and preparing our nation’s youth for fulfilling, engaged lives and productive careers, now and for decades to come.

[1] National Center for Education Statistics, “Undergraduate Retention and Graduation Rates,” May 2019, https://nces.ed.gov/programs/coe/indicator_ctr.asp .

[2] Anthony P. Carnevale, Jeff Strohl, Neil Ridley, and Artem Gulish, “Three Educational Pathways to Good Jobs,” Georgetown University, 2018, https://cew.georgetown.edu/cew-reports/3pathways/ , 10.

[3] Manpower Group, “Solving the Talent Shortage: Build, Buy, Borrow and Bridge,” 2018, https://go.manpowergroup.com/talent-shortage-2018#thereport , 5–7.

[4] Jennifer Ma, Matea Penda, and Meredith Welch, “Education Pays 2016: The Benefits of Higher Education for Individuals and Society,” College Board, 2016, https://trends.collegeboard.org/sites/default/files/education-pays-2016-full-report.pdf , 3–4.

[5] T. Bailey, D. W. Jeong, and S. W. Cho, “Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges, Economics of Education Review 29, no. 2 (2010): 255–70.

[6] The University Innovation Alliance, “Our Results,” http://www.theuia.org/#about .

[7] The University Innovation Alliance, “Vision and Prospectus,” http://www.theuia.org/sites/default/files/UIA-Vision-Prospectus.pdf .

[8] Central Ohio Compact, “Central Ohio’s Most Critical Challenge,” http://centralohiocompact.org/what-is-the-compact/our-challenge/ .

Excerpted from The Great Skills Gap: Optimizing Talent for the Future of Work (Stanford Business Books, 2021), edited by Jason Wingard, Dean Emeritus and Professor of Human Capital Management at Columbia University School of Professional Studies. Reprinted with permission.

*Note: Since the publication of the book, UIA reports an increase of annual degrees to low-income students by 46 percent since launch. Overall annual bachelor's degrees have increased 30 percent, and annual bachelor's degrees to students of color have increased 85 percent. They have exceeded 100,000 degrees.

LaVerne Srinivasan is vice president of Carnegie Corporation of New York’s National Program and program director of Education, Farhad Asghar is the Education program officer of the Pathways to Postsecondary Success portfolio, and Elise Henson is a former program analyst at the Corporation.

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

Why Is Education Important? The Power Of An Educated Society

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

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

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

How Education Is Power: The Importance Of Education In Society

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

• Climate change
• Social justice
• Economic inequality

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

Environmental Stewardship

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

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

The Economic Benefits Of Education

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

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

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

10 Reasons Why School Is Important

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

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

Cognitive Development

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

Emotional Intelligence

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

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

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

Technological Literacy

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

Cultural Awareness

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

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

Ethical and Moral Development

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

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

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

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Communication Skills

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

Civic Engagement

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

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

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

Financial Stability

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

Environmental Awareness

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

Lifelong Learning

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

The Role Of Unity Environmental University In Society

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

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

Sustainable Initiatives

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

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

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

Make An Impact At Unity Environmental University

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

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

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Education Is the Key to Better Jobs

Subscribe to the economic studies bulletin, michael greenstone , michael greenstone nonresident senior fellow - economic studies , the hamilton project adam looney , and adam looney visiting fellow - economic studies michael greenstone and adam looney, the hamilton project mgaalthp michael greenstone and adam looney, the hamilton project.

September 17, 2012

Few issues are more critical than putting Americans back to work. With the economy adding private-sector jobs for the last 30 consecutive months and the unemployment rate continuing to tick down, another concern has begun to dominate the discussion. Is it enough to find a job, or should we be more focused on the quality of that job? For those Americans who have been displaced in the workforce, what are their prospects of finding comparable employment in the 21st century, post-recession economy? After all, having a job—any job—does not guarantee a wage that will support a family. How, then, can we foster an economy that produces quality, high-paying jobs?

There may be a range of perspectives on the best way to move our economy forward, but one element essential to any answer is education. It may seem intuitive that more educated people earn more, yet the extent to which this is true is striking. A picture is often worth a thousand words, and the graph below illustrates this point.

The horizontal axis measures income while the vertical axis breaks up the income level by education level. As we move to the right toward higher incomes, we see that college graduates make up a bigger and bigger chunk of those earners. A few numbers help to underscore this. Those with only a high school diploma accounted for 39 percent of those who made between $20,000 and $30,000, but just 8 percent of those earning more than $100,000. In contrast, college graduates only accounted for 18 percent of the $20,000-to-$30,000 group and 75 percent of people earning more than $100,000, despite the population of these two educational demographic groups being roughly equal.

The message is clear—more education opens the gateway to better, higher-paying jobs. To put this into perspective, consider this:

• An individual with only a high school diploma is twice as likely to make under $40,000 per year than someone with a college degree.
• In contrast, an individual with a college degree is nearly nine times more likely to make over $100,000 than someone with only a high school diploma and 13 times more likely to make more than $200,000 per year.

On September 27th, The Hamilton Project will host an event focusing on the value of education, and opportunities to promote attainment and achievement in our K-12 system. We will release a series of economic facts about K-12 education in addition to three new discussion papers by outside authors— “Staying in School: A Proposal to Raise High School Graduation Rates,” “Learning from the Successes and Failures of Charter Schools,” and “Harnessing Technology to Improve K-12 Education.” Focusing on the new papers, three panels of distinguished experts will explore the value of stricter and better-enforced attendance laws, in coordination with other programs, to increase the high school graduation rate; the use of new evidence to demonstrate how targeted charter school methods could be successfully applied in public schools; and a new approach to evaluating education technologies to help speed the development of valuable new products.

The new Hamilton Project papers will be available on September 27th at 9:00 AM ET. For more information or to register for the event, click here .

Michael Greenstone  is the director of The Hamilton Project and  Adam Looney is its policy director. For more about the Project, visit www.hamiltonproject.org .

Economic Studies

The Hamilton Project

August 2, 2024

June 20, 2024

Amna Qayyum, Claudia Hui

March 7, 2024

The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

Related items

• Future of education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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Why school kids need more exposure to the world of work

Policy Analyst, Mitchell Institute, Victoria University

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This Mitchell Institute policy report was produced with funding support from Cisco.

Victoria University provides funding as a member of The Conversation AU.

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All students need to experience the world of work, particularly work of the future, long before they leave school, according to a new report out today.

The latest Mitchell Institute report, Connecting the worlds of learning and work , says collaborating with industry and the community is vital to better prepare children and young people for future work and life. And governments need to play a leading role to ensure this happens.

Read more: Partnering with scientists boosts school students' and teachers' confidence in science

Jobs in the digital age, and the skills and capabilities required to do them are transforming at an unprecedented rate .

Schools alone cannot be expected to foster the complex combinations of STEM (science, technology, engineering, maths), digital and transferable skills , like collaboration, problem solving and communication, that young people will need in their future careers. That’s in addition to core skills like literacy and numeracy.

Bringing together the classroom and the workplace has broad public benefits , but can be challenging to do in practice .

Read more: Mining young minds: the challenges of private interests and education

Why is this important?

Exposure to the world of work provides opportunities for students to build connections with professionals outside their usual family networks, and to learn by “doing” in real world contexts.

This offers some valuable benefits – enriching school learning, building students’ employability, and helping them develop the capabilities (such as problem solving, collaboration, and resilience) that we know are valued in work and life .

Read more: Lack of workers with 'soft skills' demands a shift in teaching

Some students already have access to valuable experiences like industry mentoring and entrepreneurship programs at school, but this isn’t the case for all students .

With young people spending longer in formal education, many might not connect with the world of work until their 20s.

For these students, once they complete their education, the “ new work reality ” is the average transition time from education to full-time work is now up to five years, compared to one year in 1986.

Traditionally, practical industry-focussed learning was anchored in vocational education and training, but participation rates in vocational pathways are declining.

Read more: Vocational education and training sector is still missing out on government funding: report

Shaping career choices

Young people’s pathways are formed early – with career aspirations often following traditional gender stereotypes, and tending to reflect students’ interest and achievement in traditional school subjects. A lack of interest in STEM subjects at age 10 is unlikely to change by age 14 .

Varied opportunities to engage with the world of work , through career talks, mentoring, and excursions to job sites can be valuable from primary school through to secondary school, particularly for students at risk of disengagement.

Early exposure is critical to ensure that students can make informed decisions about future career pathways.

Read more: Careers education must be for all, not just those going to university

Haven’t we heard this before?

There have been attempts to put school-industry partnerships on the national agenda over the past decade, but they still haven’t reached every school.

As the recent Gonski 2.0 Review found:

“While many models of school-community engagement exist in Australia, school-community engagement to improve student learning is not common practice and implementation can be ad hoc.”

We haven’t yet found a way to bring the workplace and the classroom together in an effective way.

What’s stopping this?

We need to address some systemic barriers to enable partnerships with industry to flourish in all schools:

Partnerships take time and resources for schools to initiate and manage – yet things that can be widely measured, like NAPLAN and ATAR , tend to be prioritised

We know teachers are central to making partnerships work – but many don’t have the time, or the training to know how to engage effectively with industry

There are many structural and administrative blockers that add layers of complexity for schools and industry partners. These include child safety requirements, occupational health and safety, and procurement policies for new equipment that are different in each state and territory.

Policymakers must design systems that make partnerships easier and ensure they are effective and available in all schools across Australia.

Here’s what governments can do

1. Track school-industry partnerships to ensure equity and help planning

Governments need to track where partnerships are happening, what they involve, how effective they are, and who is missing out. This information can inform government reforms that ensure resources are allocated equitably across the education system, and assist schools and industry to plan effective partnerships.

2. Support teachers by giving them time and resoources

Partnerships need time and resources. We need to give teachers time to engage in partnerships and provide them with professional learning and support to more easily facilitate effective partnerships. This may include using intermediaries, which come in many forms, such as industry peak bodies , government agencies and not-for-profit organisations .

3. Address barriers to make it easier for all to take part

For partnerships to be successful everywhere, governments need to address the structural barriers (regulatory and governance issues), information barriers (finding partners to connect with and understanding how to meet both school and industry needs), and equity barriers (ensuring the schools that benefit the most are connected to suitable industry partners).

• Vocational education and training
• Vocational training
• Schoolchildren

Senior Administrator, Property Contracts

Director of STEM

Community member - Training Delivery and Development Committee (Volunteer part-time)

Chief Executive Officer

Head of Evidence to Action

America Needs a New Workforce Education System

Developing large-scale workforce education programs that enable workers to advance or change industries will not only reduce income inequality, but also support domestic innovation..

The American dream promised that if you worked hard, you could move up, with well-paying, working-class jobs providing a gateway to an ever-growing middle class. Today, however, the nation is seeing increasing inequality rather than economic convergence. Technological advances, combined with profound labor market shifts during the pandemic, are putting quality jobs out of reach for workers who lack the proper skills and training. One of the best ways to address this challenge is to improve workforce education.

Learning on the job has, of course, long been a feature of most occupations. But developing formal programs that allow most workers to advance from their current position or to even change industries has not been a priority for decades. Yet both research and practical experience have shown that such programs, designed to improve skills and education over the course of an employee’s work life, are precisely what is needed. Not just any jobs program will do. They must be carefully focused, flexible enough to meet emerging needs, and tailored to lifelong learning. Failure to meet these requirements could consign millions of workers to dead-end jobs during their most productive years.

The benefits of developing large-scale programs for workforce education will extend beyond the already considerable ones of addressing inequality. A more skilled workforce also contributes to innovation. Industrial policy in the United States has largely focused on two preproduction tasks aimed at earlier-stage innovation: support for agencies funding academic and lab research and development, and support for industry R&D through the federal R&D tax credit. But there hasn’t been a complementary workforce education thrust. Indeed, many economists view science and engineering at the college and graduate school levels as the principal educational key to future growth. Yet as innovation diffuses into production—be it robotic welding or new coating technologies—R&D has proven to be not the only educational need. A skilled technical workforce has an innovation role as well—in programming the robotic welders, for example, and in improving the coating technologies.

THE SOCIAL DISRUPTION IS REAL

Overall, job opportunities for high school graduates have shrunk significantly in recent years. For example, the share of men of prime working age with no college experience who are not working at all reached 18% in 2013. At the same time, median income for men who had not completed high school fell by 20% between 1990 and 2013 and by 13% for those with a high school diploma or some college. In a country that prides itself on its social mobility, this was a clear signal of a loss to middle-income ranks and of growing social inequality, as well as a harbinger of a postindustrial backlash.

A closer look at two sectors—manufacturing and retail—reveals the turmoil. Historically, manufacturing has been an important middle-class pathway for high school educated males—including African Americans and Hispanic Americans. From 2000 to 2010, however, manufacturing employment fell by 5.8 million jobs (or almost a third), from 17.3 million to 11.5 million. And by 2015, it had recovered to only about 12 million jobs, where it remains.

Retail, which often offers a first job or a job of refuge, is in trouble as well, as stores, malls, and entire chains have closed over the past decade. First, the extraordinary expansion in the second half of the 20th century crashed against the 2008 financial crunch. Then the disruptive growth of online ordering accelerated a decline in in-person retail even further. Warehousing positions offset some of this job loss, but they went to different people—female store clerks weren’t hired to do heavy lifting in warehouses. Fifteen million people were employed in retail trades at the beginning of 2020. Then the coronavirus hit.

The pandemic has been a shock not just to retail but to much of the system. The volume of jobs lost has been dramatic. Restaurants lost 5.5 million jobs in April 2020, then reopenings during the summer let the industry regain some jobs, only to lose them again with the spike in infections during the fall. Similarly, retail lost 2.3 million store jobs in April, rebounded by a million jobs by June, but by fall the job numbers were falling again. In travel and tourism, 35% of the jobs have been lost since February 2020. These aren’t the only hard-hit sectors, but they are big ones. Many jobs in retail, the restaurant industry, tourism, and travel won’t be coming back: bankruptcies are already climbing. Millions of workers in these sectors will be stranded.

This latest disruption will make American economic inequality even worse than it was before the pandemic. Workers from hard-hit sectors will need to shift to new sectors where there will be jobs. And to thrive, they must get not just any job but quality jobs. While lower-end services jobs had been growing as the middle class thinned out, new Labor Department data show the coronavirus has now hit that sector, so job openings will tend to require higher skills.

Opportunities exist. Health care, for example, is embracing suites of new technologies that will require skilled technologists at good pay. Manufacturing and utilities have aging workforces that will require millions of new workers in coming years, albeit for increasingly skilled jobs. The trick to minimizing further disruption will be to provide the skills and training needed to educate and shape the current worker pool.

WANTED: WORKER SKILLS AND HUMAN SKILLS

The United States was the first nation to develop mass higher education programs, and we used them as an engine for innovation as well as economic and social mobility. The high school degree was once the acceptable basic credential, but has since been displaced. A college degree is now the key differentiator for economic well-being.

Higher education is also a complex, established “legacy” sector, reluctant to change and adapt its operating modes to fit new needs. Although many of the necessary prerequisites are disconnected from actual job and life skills, college degrees have become a default credential for employers because there are no others that are as widely accepted and used.

Business requires new skills, particularly in information technology, so the workforce as a whole requires upskilling—current workers as well as incoming college graduates and those without college degrees. And yet universities have not embraced or contributed to these workforce developments.

Herein lies an opportunity for institutions of higher learning, particularly at a time when they themselves face increasing financial pressure: they can offer more career-related skills in addition to what they teach now. This approach may enable them to reach beyond their current declining demographic of 18- to 26-year-olds. Some critics have worried that this shift might erode liberal art traditions. We argue the opposite: in fact “human skills” such as critical thinking, creativity, writing, and communicating are in high demand, and can flourish in this new configuration.

Unlike many European nations, the United States never built a comprehensive workforce education system. So perhaps it comes as no surprise that current programs lack the proper focus, are small in scale, and siloed from each other. The Department of Labor’s training programs don’t reach the oncoming higher technical skills or help incumbent workers acquire them. In turn, the Department of Education’s programs tend to target college, not workforce education, and don’t mesh with the Labor programs. With the exception of a few states, such as Massachusetts, the vocational education system in high schools has largely been dismantled. And community colleges, which could provide advanced training in emerging fields, are largely underfunded—not to mention that their completion rates hover around a third.

Most colleges and universities don’t see workforce education as their bailiwick and so aren’t linked to the other participants in the system. Overall, the education system is disconnected from the workplace, and a system for lifelong learning is missing. In addition, the existing workforce education system operates at too small a scale to meet the growing demand. The system needs not only reforms but also the ability to reach many more people, more effectively. Online education is one tool that can help with the scale-up—if applied correctly.   Addressing these problems should help to reduce economic inequality and deepen our capacity for innovation.

THE NEW COMMUNITY COLLEGE TRY

Community colleges could become the cornerstone of a robust, much-needed workplace education system. A number of these institutions, some highlighted below, have already begun to show the way. They will all need additional building blocks, however, to achieve the necessary scale and flexibility of offerings.

Asnuntuck Community College is in the middle of an aerospace industry corridor along the Connecticut River Valley. It has developed advanced manufacturing certificate programs, using a new state-supported, state-of-the-manufacturing-art equipment center. Enrollees include not only its own students, but also high school students as well as workers at area companies, small and large.

Valencia College in Florida set out to reach a large economic underclass stuck in low-end, low-paid, part-time service jobs. It tailored various short programs to help students quickly get on a career ladder leading to secure jobs with benefits that can support families. Each program lasted 10 to 22 weeks, five days per week for eight hours a day. Valencia offered industry-standard certificates in advanced manufacturing, construction, heavy equipment, logistics, and health care fields. Importantly, these certificates could be stacked for multiple, certified complementary skills and credits toward a Valencia associate degree.

Trident Technical College in Charleston, South Carolina, worked with area firms and the state’s Chamber of Commerce to develop a new youth apprenticeship program beginning in the junior year of high school. Students employed by participating companies go to high school classes in the morning, where they must take math and science, to the college at midday for technical courses, and to their sponsoring company for well-paying jobs in afternoons. This takes them out of a sometimes-disruptive high school culture into higher-expectation environments. By tearing down the wall between learning and work, the program places entry-level workers on a path to quality jobs and education.

Elsewhere, the US military has pioneered efforts to teach hands-on skills through virtual and augmented reality. The Navy’s Training Systems Division in Florida, for example, has developed programs that use online simulations run on touch screens and high-end gaming computers. The Navy is now shifting a substantial amount of its training for advanced equipment on ships, submarines, and at air bases into these online systems.

KEY FOUNDATIONS

Several elements are common to the most successful programs for workplace education. They include:

• Forming short programs . Programs focused on technical skills should typically run for 10 to 20 weeks. People who have been in the workforce won’t be able to take off time for two- or four-year degrees; they have families to support and obligations to meet.
• Embracing credentialing.  Programs should provide certificates for specific groups of related skills, based on demonstrated competencies. These should be stacked toward college degrees and credits, which remain the most broadly recognized credentials.
• Supporting competency-based education . Programs should be organized around demonstrated skills broken down into particular competencies, unlike today’s education that is based on an agricultural calendar and standard completion times. If students show the skill competency, they get the certificate, regardless of how long they have spent in the program. This can cut time in school and student costs, and reward practical experience.
• Developing appropriate online education.  Online modules will be critical if workforce education is going to scale up to meet postpandemic needs. And yet online education can’t replace effective instructors or hands-on work with actual equipment. Online education is best suited to conveying and assessing the foundational information behind the skills.
• Breaking down the work/learn barrier . Programs should be linked to industry, as today’s schools have become too disconnected from the workplace. Linkage programs in the form of apprenticeships, internships, and cooperative programs are needed to get students into the workplace, earning money while they build skills. At the same time, they can make a direct connection between the competencies they must learn for greater job opportunities.
• Improving completion rates . Completion rates at community colleges should be at least 70%, up from the 30% rate at many of them today. Frustration with required remedial prep courses leads many students to drop out. Successful programs have found one solution in integrating the supportive course work into students’ study program for career skills so they can clearly see how the remedial work is relevant to their career opportunities.
• Embedding industry-recognized credentials into educational programs . Many employers want the assurance of skill knowledge that a credential approved and accepted by industry provides. It creates an additional and parallel pathway to help students toward employment. It also ensures that academic programs are relevant to actual industry needs.

The latest research on workforce education is quite clear. Federal resources need to scale up. States, with backing from federal education funds, must implement the new strategies outlined above. Some states and employers, and the community colleges they work with, are starting to embrace these steps. The workforce disruption from the pandemic could be a driver that forces further action. A more equitable and innovative future is possible, provided we leave our previously scattershot approaches behind.

This story was originally published in Issues in Science and Technology on March 9, 2021.

Open Learning newsletter

• Higher Education

A School Leader’s Approach To Career Education

In the rapidly changing landscape of education, preparing students for their future careers is an essential part of a school leader’s responsibility. Career education equips students with the knowledge, skills, and mindset they need to navigate the complex world of work successfully.

As a school leader, fostering a culture of education can have a profound impact on students’ lives. In this article, we will explore the importance of career-oriented education, strategies to integrate it into the curriculum, and the role of school leaders in driving its implementation.

Why Career Education Matters

This mode of education goes beyond traditional academic subjects. It empowers students to make informed decisions about their futures, whether that involves pursuing higher education, entering the workforce, or starting their own businesses. Here’s why it matters:

1. Relevance

Career-oriented education makes learning relevant by connecting classroom content to real-world applications. It answers the age-old question, “Why do I need to learn this?”

2. Empowerment

It empowers students to take control of their futures by providing them with the tools they need to set goals and make informed choices.

3. Skill Development

Career-focused education equips students with essential skills such as critical thinking, problem-solving, communication, and adaptability—skills valued by employers in every industry.

4. Workforce Readiness

It prepares students for the realities of the job market, including the job search process, resume writing, and interview skills.

5. Economic Impact

Career-based education contributes to economic growth by producing a skilled workforce that meets the demands of various industries.

Integrating Career-Oriented Education into the Curriculum

As a school leader, you can play a pivotal role in integrating career-focused education into your school’s curriculum. Here are strategies to make it happen:

1. Assessment of Current Curriculum

Start by evaluating your existing curriculum to identify areas where career-focused education can be seamlessly integrated. Look for opportunities to embed career-related content into subjects like math, science, English, and social studies.

2. Professional Development

Invest in professional development for your teachers. Equip them with the knowledge and resources needed to infuse their career-focused education into their lessons effectively.

3. Collaborate with Local Businesses

Forge partnerships with local businesses and organizations. Invite guest speakers from various industries to share their experiences with students. Arrange field trips to workplaces to expose students to different career paths.

4. Counseling and Guidance

Enhance your school’s counseling and guidance services. Ensure that counselors have up-to-date information on college and career options. Offer career assessments and one-on-one career counseling to students.

5. Hands-on Learning

Incorporate hands-on learning experiences, such as internships, apprenticeships, and project-based assignments, into the curriculum. These experiences allow students to apply their skills in real-world settings.

6. Technology Integration

Leverage technology to provide students with access to online career exploration tools , virtual job shadowing experiences, and resources for resume building and interview preparation.

7. Parent and Community Engagement

Engage parents and the community in the career education process. Host career fairs, workshops, and informational sessions to involve families in their children’s career development.

The Role of School Leaders in Career-Oriented Education

School leaders are essential drivers of change in education. Here’s how you can champion career-based education in your school:

1. Lead by Example

Show your commitment to career education by actively participating in discussions, workshops, and events related to career development. Model the importance of lifelong learning and adaptability.

2. Advocate for Resources

Advocate for the necessary resources—financial, personnel, and technology—to support career education initiatives in your school. Make a compelling case to district administrators, school boards, and community stakeholders.

3. Collaborate with Stakeholders

Encourage collaboration among teachers, counselors, parents, local businesses, and community organizations. Create a network of support for career-based education initiatives.

4. Monitor Progress

Regularly assess the effectiveness of career-focused education programs and curriculum integration. Use data and feedback from students, teachers, and parents to make improvements.

5. Stay Informed

Stay informed about the latest developments in education and the job market. Be aware of emerging industries and changing workforce demands to ensure your school’s programs remain relevant.

6. Celebrate Successes

Celebrate the achievements of students who have benefited from career education. Share their success stories with the school community to inspire others.

Challenges and Solutions

Implementing career-based education can come with challenges, but proactive strategies can address them:

1. Lack of Resources

• Challenge: Limited budgets and resources may hinder the expansion of career-based education programs.
• Solution: Seek grants, partnerships with local businesses, and community support to secure the necessary resources.

2. Teacher Training

• Challenge: Teachers may lack the training needed to effectively integrate this new way of learning into their lessons.
• Solution: Provide professional development opportunities and access to resources that empower teachers to incorporate career-based learning.

3. Parent Engagement

• Challenge: Some parents may not fully understand the importance of career-focused learning or how to support their children in this area.
• Solution: Offer parent workshops, informational sessions, and resources to educate parents about career education and its benefits.

4. Curriculum Alignment

• Challenge: Aligning career-based learning with academic standards can be complex.
• Solution: Collaborate with educators to ensure that career-related content aligns with academic standards while remaining relevant and engaging for students.

Career education is a critical component of educating pupils for success in a continuously changing environment. As a school leader, your commitment to incorporating career-based education into your school’s culture and curriculum can have a significant impact on students’ futures.

You can create a wholesome career-based education program that equips students with the knowledge, skills, and mindset they need to thrive in their chosen paths by evaluating your current curriculum, providing professional development, and collaborating with businesses.

Remember that the future is built one student at a time, and career-oriented education is the key to unlocking their potential.

Also Read: 10 Important Tips For Teachers Making The Shift To Online Teaching

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Why is education more important today than ever? Innovation

Eduardo velez bustillo, harry a. patrinos.

The competitiveness of an economy depends a lot on technological progress, but recent data in some countries, including not only high-income but also middle-income countries, suggests that innovation is getting harder, and the pace of growth is slowing down. A new challenge, then, is to understand what conditions are most effective in supporting innovation, so countries can support their best and brightest to advance technology and lead innovative work that helps boost economies.

Education and mobility

The main findings of status attainment research—which studies how an individual’s family background relates to her educational and occupational attainment and income—show that an individual’s status originates in the education, occupation, and income of his or her parents, in particular fathers. At the same time, the individual’s income is also explained by his or her level of education and occupation status, as described many years ago in the seminal book The American Occupational Structure by Blau and Duncan. On the other hand, economists studying human capital theory have emphasized for decades how education correlates to income and have concluded that education increases the productivity of individuals by increasing their skills, as was proposed by Gary Becker . This can be done by investing in people.

This basic model describes the process by which family status and education were converted into occupational status through educational attainment even after controlling by ability, and has implications for how we develop and implement education policy. The results of many studies show that education has a significant positive influence on the occupational and income attainment process . These findings are consistent with human capital theory, where education explains individual productivity after ability is controlled, showing that it has an independent effect on productivity . The results have been similar in developed and developing countries where access to education, including higher education, for example, still is restricted to people with low socioeconomic status.

Education, innovation and technology

Today, there is agreement that education, independent of innate ability, helps spur innovation and technology, and it contributes to productivity and economic growth. A key element in this process is that education is important to adopt the technology that produces innovation. Parental education and a person’s education affect productivity, directly or indirectly, and independently of many other characteristics. In consequence, policymakers in countries that want to remain competitive in the globalized economy need to make sure that the education system takes this into account and supports quantitative indicators (enrollments) and qualitative ones, including the number of Ph.D. graduates , the strongest education indicator of technology and innovation. In the long term, when it comes to spurring innovation, it is more important subsidize PhD students than R&D. This would help produce the sort of technology and innovation that could give us the next generation of mRNA vaccines or medicines to treat intractable diseases. It could produce the next generation of AI tools or maybe the next generation of IBM Watson .

Without fair access to education, we are constraining the possibilities for a country to develop. All countries need to ensure that everybody starts with the right steps early on and moves thru the education cycles according to their capabilities. To do this, countries should equalize opportunities so that individuals, their families, and communities will benefit. Some countries like Finland, Singapore, and Korea, for example, have done it. In a generation, they were able to break the parent-child cycle in terms of access to quality education and access to higher education.

Investing in education boosts innovation

This is important because the findings relate to how innovation and education policy affect individual career choices and aggregate productivity. Emerging studies indicate that subsidies to R&D, a typical policy to support technology/innovation, have a clear strong impact in the short term, but its effect tends to decrease in the longer term. Subsidies to education , however, have a stronger effect on technology and innovation in the long term . A challenge is how to support students to successfully complete Ph.D. programs. These students will be more successful in developing technology and innovation. The literature indicates that expanding access to basic skills, improving the quality of education, and investing in universities may do the trick. These policies help individuals who would have been innovators anyway to become more successful; and allow creative individuals who would otherwise not have become inventors to reach their potential, widening the talent pipeline .

The World Bank is contributing towards improvements in technology and by expanding support to experiences that have been successful in increasing access to higher education, such as the projects that support loans for low-income students so that they can attend higher education in certified institutions. It also supports improving research capacity at the university level, including a series of projects that supported the Millennium Science Initiative. This initiative—initially in Latin America and the Caribbean, but most recently in sub-Saharan Africa—expands doctoral and post-doctoral training to promote scientific excellence and produce better and more qualified science and engineering graduates. It also aims to produce higher quality and more relevant research for firms to utilize these outputs to improve productivity, such as the Millennium Science Initiative project in Uganda . The World Bank is also investing in highly sophisticated technology to strengthen higher education and research universities, including with the Higher Education and Research for Innovation and Competitiveness (HERIC) project in Montenegro .

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More From Forbes

Work experiences are as important to career prep as school.

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Student intern and owner at Atomic Fabrication in Seattle, Washington.

Connor loved making things. When he learned his high school had a relationship with a metal fabricator, he applied for an internship. Patrick, the owner, appreciated Connor’s interest and created a variety of valuable experiences for Connor. Patrick learned project management and scheduling, problem solving and root cause analysis, professional standards, and tolerances. 

Near the end of his first year at the fabricator, Connor was fired for goofing off—another important lesson. After apologizing, Connor was rehired for a second year. He helped make improvements to the company’s website. His internship confirmed his career trajectory and helped the company build the manufacturing talent pipeline.  

Work experiences can be as important as formal education (high school and college in particular) in terms of shaping career preferences and readiness. Left to chance, they may be few in number, inequitably distributed, and poorly supported. Instead, they should be built into the schedule and programming of every secondary and post-secondary institution.   

The following are a few examples of schools and networks that do a pretty good job of ensuring that all learners have successful work experiences. 

Big Picture. Students in the 65 U.S. Big Picture Learning schools participate annually in internships in high school often two days a week “with experts in their field of interest, completing authentic projects and gaining experience and exposure to how their interests intersect with the real world.” Big Picture is unapologetically learner-centered, and puts systems in place to empower learners to pursue their interests. 

Through their Imblaze app, students can create or find internships and then manage the acceptance process through a series of checklists. Imblaze also allows teachers to track attendance and monitor host feedback. 

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Connor attends Highline Big Picture , south of Seattle, where students attend internships two days a week. Host organizations range from manufacturing to retail to city government—anything relevant to a student’s career interest. Students and workplace hosts are well prepared for internship experiences with clear expectations and supporting visits from the school’s staff. 

At San Diego Met High School , students spend Tuesday and Thursday at work experiences. An internship coordinator serves as a liaison between the Met, business partners, and the workplace mentor to ensure a minimum of three of the five Met learning goals are met. Teachers visit the internship site a minimum of three times to meet with the mentor and student. 

Students earn attendance credit through independent study contracts. They present two exhibitions a year, in which they demonstrate how they have mastered the content standards and integrated the five Big Picture learning goals through their academic work and internships.

Across the Big Picture network, students participate in internships each year, allowing them to start in familiar and supported environments and move into more unfamiliar, complex and exploratory settings. 

NAF. Students in the 618 career academies in the NAF networks complete internships as juniors. They earn NAFTrack Certification requirements, which include:

• 120 hours or two 60+ hour internships
• Direct supervision by an accountable adult who is not the student’s teacher
• Producing work of value to an employer
• Written individualized learning plan connected to student learning outcomes
• Completion of the NAFTrack Internship Assessment by the student intern’s supervisor at the end of the internship.
• Interns are paid at no less than the applicable state or local minimum wage, which may be a youth minimum wage if permitted by state or local law.

Internships typically take place during the summer between the student’s junior and senior years of high school, but can also be done during the school year at a frequency that works with the student’s and employer’s schedule. Some schools have internship courses set up where students can earn credit for their internships. 

Miami Dade has many good examples of schools providing work-based learning and paid internships. They are also piloting the implementation of NAFTrack with regional employers.

Linked Learning. ConnectED supports schools on a systemic approach called Linked Learning where students learn in career pathways and participate in internships .  

At Clairemont High School in San Diego, 11th graders have a monthly meeting with a career path mentor (four students to each business mentor). Seniors take a semester-long course, Exploratory Work Experience, with a five-week Introduction (Essential Skills Bootcamp) and 10-12 weeks of work experience totaling at least 40 hours. Academy teachers visit each job site several times during the experience. Students build a portfolio of work, culminating with a senior capstone, that showcases essential career skills, ethical behavior, civic duty, and fiscal responsibility.

Professions-Based Learning. Southwest of Kansas City, the Blue Valley Center for Advanced Professional Studies (BVCAPS) is a next gen career center providing part time career focused learning experiences in emerging job clusters.

“Most internships are a semester long and typically place a student in a workplace environment for 3-4 days a week for 2-3 hours per day. We do have students that find a work culture and employer they love and commit to longer time periods,” said Executive Director Corey Mohn.

BVCAPS placements have included Garmin, Cerner, Black & Veatch and Burns & McDonnell.

BVCPAS was so successful at promoting professions-based learning—at the center and on the job—it was replicated by districts in northeastern Kansas City and then nationwide. The CAPS Network has 56 affiliates representing 112 school districts in 16 states (and a partner in India).

“Every CAPS affiliate is different in approach to internships, and that is intentional – our framework allows for local affiliates to flex to meet local conditions,” explained Mohn. “The one consistent component is that all CAPS affiliates will place at least a portion of students into internships before graduation.”

He noted that Northland CAPS in Kansas City places all 350 students in a second semester internship.

Work In and Out of School. Dubiski Career High School in Grand Prairie, Texas, is a large career focused high school with 15 career pathways in three academies. Most students have internships and more than half of these are with organizations outside of Grand Prairie. The school provides transportation to the internships. Dubiski students also gain work experience running a bistro, a student store, a salon, a print shop, and a quick lube—all open to the public.

Flexible scheduling. Kenton County , Kentucky seniors can apply for an internship in their career pathway. The internship can vary in length, may be paid or non-paid, and could lead to course credit if all criteria are met. Students who complete at least 400 hours of a work-based learning experience program receive two hours of high school credit. The Academic Internship takes place at the training site of the mentor and will be a component of a scholar’s schedule either during the regular school day, after school hours, or during the summer, and may be one semester, one or more trimesters, or a yearlong experience.

Well structured internships can be the most valuable learning experience in high school. They confirm career interests and motivate further studies. Equally importantly, they can solve what a Big Picture principal called “the puppy problem,” where a student gets a dog and think they want to become a veterinarian. 

If you’re a secondary school leader, make internships a priority in your schedule, budget, and staffing. If you’re a business owner or organizational leader, support high school and college work experience programs and help grow your business and your community.

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Employee Education: The Importance of Improving Your Workers’ Skills

~ by Kara Masterson ~

Education is the key to the futures of your workers and the company in general. Workers who educate themselves are able to think more critically and increase their performance rates. When they perform better, they contribute to the growing success of your business. There are many reasons why education is an important asset to have in the workplace.

Employers Promote Continuing Education

Continuing education is a common term in the workplace. Continuing education in the workplace is essential to success for many reasons. Many professionals can only keep their licenses by taking continuing education courses. Even though they have graduated and are no longer enrolled in school, they retake certain courses to stay up to date in their industry. Nurses retake certain science courses to refresh their memory about parts of the human body. Licensed professionals who apply for renewal must retake classes in fields such as management, marketing, and math. Many courses are provided online for free or at regular cost.

Education Ties into Financial Security

Keeping your employees informed means keeping the company safe. Many e-commerce companies are involved in the Payment Card Industry Data Security Standard (PCI DSS), which is designed to protect credit cardholders’ information. There is no use being a part of the system if your employees are not fully trained in its practices. Whether you hire cashiers or accountants, ensure that they undergo quality PCI-DSS training . The main purpose is to protect sensitive credit card information that passes through the data system. When it is time for an audit, know that your employees understand the main compliance requirements without any concerns.

Employees are Made More Aware

With education, employees are made more aware of the competitive world in which they live. Many employers do not consider job applicants who do not meet certain educational standards. When they hand out promotions, they tend to favor workers who are better qualified with more credentials. Gaining skills is the only way to move forward in the workforce. Education is a boost to the resumes of all working individuals. They are better able to do their jobs and have more opportunities open up for them.

When workers think about improving their skills, they dread the thought of going back to school. Employers should remind them of the many benefits associated with education, such as improved work performances and advancements to higher positions. In the end, maintain the efforts to improve your workers’ skills and create good, long-lasting results for your business.

Meet the Author: Kara Masterson

Kara Masterson is a freelance writer from Utah. She enjoys playing tennis and spending time with her family.

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Why Workplace Culture Matters

A positive workplace is key to the success of any company or organization. These tips can help employees and leaders build toward developing a rewarding experience for all.

It’s estimated that the average adult living in the United States will spend 90,000 hours — or one-third of their lives — at work.

That’s a lot of time, so it’s important for people to choose jobs that they enjoy. But during the job search process, it’s easy to focus only on the duties of the role. What is often overlooked is the workplace culture, which is more important when it comes to long-term job satisfaction. 

A poor workplace culture can negatively impact a person’s wellbeing. It can also significantly impact the company’s bottom line, leading to low productivity and high turnover.

In contrast, people working in companies that have a positive corporate culture are healthier, happier, more productive, and less likely to leave. Research also shows that companies with positive workplace cultures have higher average annual returns.  

“The job may be in your field, the commute may be great, or the pay package may be exactly what you are asking for — or more — but that isn’t good enough,” says Michael McCarthy, instructor at Harvard DCE Professional & Executive Development and host of the “Happy at Work” podcast . “It’s critical that the organization is a good fit with your values and offers a healthy workplace environment with effective leadership that will support and nurture you on your career journey.” 

What is Positive Workplace Culture?

Positive workplace culture is an offshoot of positive psychology , an evidence-based branch of psychology focused on the character strengths and behaviors that lead to living a life of meaning and purpose. 

People’s behaviors at work are shaped by the organization’s collective beliefs and values. Applying the research supporting positive psychology to the workplace showcases the characteristics and behaviors that lead to individual workers flourishing. When people across the business flourish, the company does better as a whole and employees are happy. 

“Workplace culture is not just about sticking a list of values on a wall in the break room and then going about your day,” says McCarthy. “It’s a commitment that every person in the organization, including senior leadership, will model their behavior to support those values. The idea of letting harmful or hurtful behavior slide is not acceptable in organizations that truly embody a healthy workplace.”

How to Recognize a Positive Workplace Culture

While every business is different, there are some universal traits that serve as the framework for a company that has — or wants to build — a positive work environment.

Trust and psychological safety

Psychological safety happens when people aren’t afraid to speak up. They trust that they can share their opinions without retribution, even if those opinions are different from their supervisors. This includes feeling safe to contribute alternative ideas or suggestions and raising any concerns or being transparent if mistakes are discovered. 

A sense of belonging

People want to feel like they belong and that they matter. When employees feel like they are part of a team and that they are contributing, they are more engaged . Team building activities that help people get to know each other on a more personal level are great ways to foster a sense of belonging among employees. 

According to McCarthy, companies should strive to build an environment where people are genuinely glad to be there and where they feel seen as an individual. 

Professional development opportunities

Technology today is advancing rapidly and processes change quickly, so it’s critical to invest in employees’ development. Professional development goes well beyond training people for the specific job they are doing. It also involves giving them opportunities to learn new skills so they can advance their careers. 

Generation Z is currently entering the workforce and these employees stay at a company for an average of 11 months.

“They are eager to learn, and they want to advance. By providing those opportunities, they are more likely to stay,” says McCarthy. “This can be done through training workshops and mentoring programs.”

Flexibility

While the COVID-19 pandemic taught businesses a lot about how to maintain services and grow when workers weren’t able to be in the office, it also taught employees that they don’t have to subscribe to the traditional idea of a 9-to-5 workday in an office. Those outdated ideas are no longer acceptable to many workers, especially the younger generation who are just starting their careers. 

McCarthy recommends a hybrid work environment of two to three in-person days per week. Additionally, companies that offer flexibility in terms of work schedule and are willing to support employees when personal situations arise are places that people want to work.

Learn more about The Positive Workplace: Building Employee Engagement and Satisfaction

How to Identify a Company with a Positive Workplace Cultur e

It can be hard for people to identify companies with positive workplace cultures, especially since the interview process can be relatively short and human resources teams and hiring managers are likely to paint a rosy picture of the company. 

Here are a few tips to help identify companies that truly offer healthy work environments versus those that may say they do, but actually don’t in practice.

Do your research

When researching information about a company before the interview, pay attention to factors that could point to a negative culture. Look for information on employee turnover or employee retention. Companies with a high turnover rate often have a poor working environment, causing people to leave. If people tend to stay, they are more likely to be happy and fulfilled, which indicates a positive culture. 

LinkedIn is a great research tool to learn more about a company’s culture. Search for current and past employees. If they are in your network or you have a connection, ask to contact them to have a candid discussion about what the culture is really like. 

Look at company reviews on sites like Glassdoor, but keep in mind that people are inspired to leave complaints more than they are willing to leave positive reviews. 

Follow the company’s social media channels. This will give you an idea about what they feel is important to share. If they showcase their employees along with the organization’s accomplishments, this is likely a sign that they value their team members and have a positive corporate culture. 

Ask probing questions

Hiring managers expect questions about the culture in the interview, but instead of just asking what the culture is like, really dive into probing questions. These could include: 

• How often will I interact with my supervisor or company leadership? 
• What professional development or mentorship opportunities are available? 
• How are employee conflicts handled? 
• What types of team building activities do you offer?
• Tell me about your work/life balance philosophy. What does flexibility mean to this organization? 
• What is one thing you like about working here? What is one thing you could change about working here?

Pay attention to behavior

Interviewers will likely be on their best behavior, but red flags may emerge. Look for nonverbal cues that show they aren’t that interested in being there, or they are just looking for a body to fill a seat. Is the hiring manager really interested in your answers, or are they just running down a list of standard questions and not asking any follow-up questions? Are you allowed to finish your thoughts, or are you being cut off? If there is more than one person in the interview, how are they interacting with each other? 

“Another key thing to watch out for is cynical humor and gossip,” says McCarthy. “If they are talking negatively about the person that just left the role or the current leadership, that is definitely a red flag that the workplace culture isn’t psychologically safe.”

Remember, it’s okay to turn down a job offer if the cultural fit doesn’t feel right. Other opportunities will come along where you can thrive.

How Managers and Leaders Can Build Positive Workplace Culture

The pandemic fundamentally changed how people view work and their mental and physical health, so it’s critical for organizations to build and nurture a positive corporate culture to attract top candidates. Fostering a healthy work environment will also help companies retain employees, which ultimately saves money. 

“Corporate culture starts at the top,” says McCarthy. “The c-suite needs to see the value in having a positive workplace culture and embody the behaviors that support the culture. When people throughout the organization see senior leadership living the values, they will follow suit.”

Managers and other workplace leaders can have the most impact on employees and can make or break the employee experience. Supporting employees involves three key factors: mastery, autonomy, and purpose. 

Most people genuinely want to do well at their job. They want to feel confident about the work they are doing. Managers can help by offering feedback and advice and providing professional development opportunities. People who feel good about their work are likely to stay engaged and to be more productive. 

Providing an autonomous environment where employees are empowered to do their job in a way that they feel best builds trust between employees and their managers and improves employee satisfaction. 

“Think about autonomy this way,” says McCarthy. “You have a task that needs to be completed in 48 hours — let’s say climbing to the top of a mountain for illustrative purposes. You tell the employee where they need to be and why. You then let them go to figure out the best way to get to the top of the mountain on their own, being sure to let them know they can come to you for help at any time.”

In a micromanaged, less autonomous environment, the employee would be told to get to the top of the mountain, the path they must take, and the tools they can and can’t use. They also generally aren’t allowed to ask questions or seek help. 

By empowering employees to work through solutions on their own, their minds are stimulated, they feel trusted, they are engaged, and they feel safe to ask for advice. The task becomes a good experience instead of a stressful one.

Humans are instinctively driven by purpose. When purpose is tied to a task, employees will be more motivated to accomplish the task because they can see how it fits into a bigger picture. They understand that their work has meaning. 

Effective leadership includes telling employees why they are being asked to do something. In contrast, telling someone to do something “just because I said so” removes all motivation. 

Corporate Culture Resources for Executive Teams

Executive teams that want to build a positive corporate culture should consider implementing mentorship programs. Junior team members can be paired with executives and junior staff members are included in decision-making meetings.

Other employees listen if they offer suggestions, explore the feasibility of those suggestions, then provide feedback. Mentorship is a pathway that companies can use to help build the leaders of tomorrow. 

Harvard’s Division of Continuing Education also offers several professional development programs to help senior leaders and managers build a positive corporate culture in their organization. Many of these courses are offered both on campus and online. 

Learn more about these topics and how to register: 

• The Positive Workplace: Building Employee Engagement and Satisfaction
• Building Organizational Cultures: A Framework for Leaders
• Authentic Leadership
• Ethical Leadership
• Emotional Intelligence in Leadership

Explore all Professional & Executive Development Programs

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Harvard Division of Continuing Education

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10 Benefits Showing Why Education Is Important to Our Society

Do you think attending school and doing projects for your college is a waste of time? If you do, you might want to reconsider that claim as education is a key part of a society’s growth and progress. When people are educated, they can significantly contribute to their families and society in various aspects and fields, thus creating a stable and stimulating community. Why is education important to society? Let’s take into account some reasons. 

1. Creating More Employment Opportunities

Finding a job is not easy, especially in times of economic turmoil. You often need to compete with hundreds of other candidates for a vacant position. In addition, the lower the education level, the greater the number of people applying for the same low-paying entry-level post. However, with the right qualifications and educational background, you will increase your chances of landing a fulfilling job. Would you like to find a way to stand out from a pool of applicants? Learn, educate yourself, graduate and get as many qualifications, skills, knowledge, and experience as possible. 

2. Securing a Higher Income

People with higher education and varied experience are more likely to get high-paying , expert jobs. Study hard, dedicate your time and effort to acquire knowledge and reach a high level of competence if you would like to lead a comfortable lifestyle. Your credentials are what will motivate a potential employer to choose you instead of another candidate. Studying hard throughout your school and studies shows you are not afraid of hard work and are able to fulfill your goals. Employers see this as a huge advantage as they all prefer a responsible and knowledgeable workforce. Once you graduate, you can start searching for jobs that will give you the opportunity to practice what you have learned and, at the same time, secure sufficient pay for your needs. 

3. Developing Problem-solving Skills 

One of the benefits of education is that the educational system teaches us how to obtain and develop critical and logical thinking and make independent decisions. When children become adults, they are faced with a lot of challenging issues – pay off your student loans, get a job, buy a car and a house, provide for your family, etc. However, if one has spent years educating themselves, they should be able to make sound decisions on these various quandaries. Not only are people able to form their own opinions, but they are also good at finding solid and reliable arguments and evidence to back up and confirm their decisions. 

4. Improving the Economy

People with good academic and educational backgrounds tend to get well-paid jobs. The higher their education and accomplishments, the better employment options they get. People who grew up poor but educated themselves have high chances to transform their lives, thus contributing to a decrease in society’s poverty rates. Education helps countries grow economically since it is about getting knowledge and being able to apply it wisely to our lives and, at the same time, improving other people’s lives. 

5. Providing a Prosperous and Happy Life

Education has always secured respect from society. In order to ensure a comfortable lifestyle, people should educate themselves and obtain a well-paid job to be successful and satisfied. It helps gain a better reputation and increases the chances of climbing the career ladder more easily and faster. In turn, it provides financial resources for stable lives – people can afford to buy their own house or apartment and thus secure their children’s happiness and success. Furthermore, being able to own your own home provides stability and increases self-confidence. It leads to creating a positive environment for families and communities. “Children of homeowners are 116% more likely to graduate from college than children of renters of the same age, race, and income. They are also 25% more likely to graduate from high school and have higher math and reading scores, with fewer behavioral problems,” according to research at the University of Tennessee.

6. Giving Back to the Community

How does education benefit society? Educated people understand how valuable it is to live in a stable and secure community. They are more prone to taking part in projects that help improve not only their neighborhood but society, as well. In addition, when people are able to afford their own home, they are more likely to take part not only in improving their homes but in solving local problems , as well. After all, it is quite important to get involved and give a hand to the less fortunate ones in order to build a better place for all of us to live in.

7. Creating Modern Society

Education is of key essence for modern society. One needs to learn about culture, history and other important aspects so that they would be able to contribute to modern society. Education molds people into leaders not only with knowledge about (college) subjects, but it also shows them how to lead with emotions and true values. Educated people can easily differentiate between right and wrong, thus education helps reduce the crime rate. Bad events are happening around the world – only competent leaders can help guide us down a good and right path. 

8. Bridging the Borders

Digital education helps connect with people and organizations around the world. Borders are no longer there. Being able to communicate and share opinions with people from other countries and cultures, widens horizons and helps us understand and appreciate each other. 

9. Creating equal opportunities

The importance of education in society has always been great as it is irrespective of caste, race, gender, religion. Educated people are treated as equals on the basis of their knowledge and competence. In addition to this, educated people are open-minded and are able to listen and accept other people’s views regardless of the fact of how different they are. Education offers a possibility to live independently and thus be free. It is our shelter against financial storms and wrong decisions. 

10. Introducing Empowerment

Education is the key to turn a weakness into a strength. It offers different tools and ways to understand problems that lay ahead of us and helps resolve them. More importantly, education provides us with considerable mental agility to make the right decisions and spring into action when needed. Many types of research show that educated women can more easily stand up against gender bias and marital violence as they have improved their decision-making capabilities. 

Whether it is about respect, a higher position in society and a professional environment, financial security, family stability, education provides all of these and much more. Home stability provided by owning your own home helps children who grew up in their own houses or apartments become more successful. They are more likely to graduate high school (25%) and finish college (116%). “Education is the most powerful weapon which you can use to change the world,” as Nelson Mandela said. It helps people become better citizens, get a better-paid job, shows the difference between good and bad. Education shows us the importance of hard work and, at the same time, helps us grow and develop. Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations. Learning languages through educational processes helps interact with different people in order to exchange ideas, knowledge, good practices. It teaches us to live in harmony.

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The Hechinger Report

Covering Innovation & Inequality in Education

OPINION: It’s finally time to put pandemic excuses behind us and hold students to higher standards

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The pandemic disrupted education in previously unimaginable ways. It limited testing and pushed schools toward remote learning and easier assignments, along with softer grading and a more relaxed attitude around attendance.

These accommodations were supposed to be short-term, but most are still with us and are having a negative impact on students. This needs to change.

That’s why, as parents nationwide help their children settle into school this fall, they may want to ask questions about whether their kids are ready to dive into grade-level work — and, if not, find out what is being done to address that.

Four and a half years after the start of the pandemic, it’s time to raise the bar and stop making excuses for sagging achievement. Newly released data show that student growth in 2023-24 lagged behind pre-pandemic achievement levels in nearly every grade. That data follows the big declines in reading and math scores on the most recent Nation’s Report Card and the release of a study showing that high-needs districts have been recovering from the pandemic more slowly than their wealthier counterparts, worsening long-standing achievement gaps.

The pandemic also led to an explosion in chronic absenteeism , and we’ve seen only modest improvements. A recent study by USC researchers found a lack of concern about the issue among parents. School leaders also aren’t as worried as you’d expect, with only 15 percent saying they were “extremely concerned” about student absences in a survey released by the National Center for Education Statistics.

Related: Become a lifelong learner. Subscribe to our free weekly newsletter to receive our comprehensive reporting directly in your inbox. 

At the same time, we can see clear evidence of grade inflation in rising GPAs coupled with falling or flat test scores. And while I know that teachers are trying to be supportive, lowering expectations is harmful; recent research shows that students learn more from teachers who have higher grading standards.

However, the need to raise standards doesn’t just rest on the shoulders of teachers. Education leaders and policymakers are also making things too easy. After decades of raising the bar for what’s considered grade-level performance, several states have lowered their “cut scores,” or what it means to be deemed proficient on end-of-year achievement tests.

Many states are also cutting back on K-12 assessments and graduation requirements, despite the fact that they are critical to holding education systems accountable.

Even students don’t like the go-easy-on-them approach. In an op-ed for the Baltimore Sun, recent high school graduate Benjamin Handelman notes that what is more helpful is for teachers to show enthusiasm for the subjects they teach and offer rigorous and engaging learning opportunities.

That’s important for all students, but especially for those from historically marginalized groups, who are least likely to get interesting, high-level learning opportunities.

Related: PROOF POINTS: Why are kids still struggling in school four years after the pandemic?

Keeping the bar low is going to make our kids less competitive when they leave school . It shocks me every time I hear people say, “Well, if everyone is behind, then no one is really behind.”

Eventually, young people will compete for jobs that aren’t going to have lower standards. In fact, employers will likely have higher expectations than a decade ago given advances in generative AI, the impact of technological advances on the world of work and a growing demand for employees with strong analytical, problem-solving and interpersonal skills.

Progress over time is central to our lives. When I was growing up, my competitive swimming coach was a former world record holder and Olympian. The time she had needed to be the fastest in the world in the 200-meter butterfly in 1963 was just barely fast enough for her daughter to qualify for the U.S. Olympic trials 30 years later.

We cannot be complacent about the fact that math achievement for 13-year-olds has fallen to levels not seen since the 1990s. That’s why I’m glad there are states and systems holding kids to high expectations. We can learn from them.

In Maryland, Superintendent of Schools Carey Wright has pledged to raise rigor, much like she did in Mississippi, which made major achievement gains under her stewardship. Her strategy, emulated by others, centers around raising standards and implementing evidence-based instructional strategies, most notably in reading. Mississippi is among three states, along with Illinois and Louisiana, where research shows that students have returned to pre-pandemic achievement levels in reading. Additional strategies adopted by Illinois and Louisiana include tutoring and interventions for struggling learners and professional development for educators.

These states show us that all students can succeed when challenged and supported with high expectations and opportunities to learn. That must be what we strive for to help all kids finally put the pandemic behind them.

Lesley Muldoon is the executive director of the National Assessment Governing Board , which oversees the Nation’s Report Card. She previously served as chief operating officer of the Partnership for Assessment of Readiness for College and Careers.

This story about post-pandemic grade-level work was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter .

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