what is primary education essay

Essay on Primary Education as a Human Right

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

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100 Words Essay on Primary Education as a Human Right

Why is primary education a human right.

A basic need, not a privilege: Every child, no matter their background, has the right to obtain primary education. It paves the way for a better future and more opportunities.

Fulfilling the child’s potential: Primary education helps children develop the skills and knowledge they need to reach their full potential, both as individuals and as members of society.

Breaking the cycle of poverty: Education is a powerful tool for breaking the cycle of poverty. Children who receive a primary education are more likely to get jobs, earn higher incomes, and live healthier lives.

Promoting peace and stability: Education can help build peaceful and stable societies by teaching children about tolerance, respect, and understanding.

250 Words Essay on Primary Education as a Human Right

What is primary education.

Primary education is the basic education that a child receives at school. This education typically begins at the age of 6 and lasts for 6 to 8 years. Primary education helps children develop the basic skills they need to succeed in life, such as reading, writing and mathematics.

Why is Primary Education Important?

Primary education is important for the development of both individual children and society as a whole. It prepares children for further education and training and helps them to develop the skills they need for employment. Primary education also helps children to develop their social and emotional skills, and to learn how to live and work together.

Primary Education as a Human Right

Primary education is a human right that is essential for the development of every child. The Universal Declaration of Human Rights, adopted by the United Nations in 1948, states that “everyone has the right to education.” This right includes the right to free and compulsory primary education for all.

Challenges to Achieving Primary Education for All

Despite the recognition of primary education as a human right, there are still many challenges to achieving this goal. These challenges include poverty, discrimination, and lack of access to quality education. However, progress is being made towards achieving universal primary education. In 2015, the United Nations adopted the Sustainable Development Goals, which include a goal of achieving universal primary education by 2030.

Primary education is a fundamental human right that is essential for the development of every child. By working together, we can overcome the challenges that prevent all children from accessing quality primary education and ensure that every child has the opportunity to reach their full potential.

500 Words Essay on Primary Education as a Human Right

Primary education: a fundamental human right.

Primary education is the foundation of learning and plays a vital role in shaping an individual’s future. It’s not just about acquiring knowledge from books but also about developing essential skills, values, and attitudes that enable children to thrive in the modern world. Recognizing the importance of primary education, the United Nations adopted the Universal Declaration of Human Rights in 1948, which states that everyone has the right to education.

Why Is Primary Education a Human Right?

There are several reasons why primary education is considered a human right:

1. Equal Opportunity:

Primary education provides an equal opportunity for all children to acquire the basic skills and knowledge they need to succeed in life. It ensures that children from disadvantaged backgrounds have access to quality education that can help them overcome poverty, discrimination, and social inequalities.

2. Empowerment and Autonomy:

Education empowers individuals with the knowledge and skills they need to make informed decisions about their lives and take control of their future. It fosters critical thinking, problem-solving abilities, and self-confidence, enabling children to become active and responsible members of society.

3. Economic Development:

Investing in primary education is an investment in a country’s economic development. An educated workforce is more productive, innovative, and adaptable to changing economic conditions. This leads to increased economic growth, poverty reduction, and improved living standards.

4. Social Cohesion and Peace:

Education promotes social cohesion and peace by fostering understanding and respect among people from different backgrounds. It teaches children about diversity, tolerance, and cooperation, helping to break down barriers and build inclusive societies.

5. Gender Equality:

Primary education plays a crucial role in promoting gender equality. It breaks down gender stereotypes, ensures equal access to education for girls and boys, and empowers girls to pursue their full potential.

Challenges to Accessing Primary Education

Despite the recognition of primary education as a human right, millions of children worldwide still lack access to it. Some of the challenges to accessing primary education include:

1. Poverty:

Poverty is a significant barrier to education, as families may not be able to afford school fees, uniforms, or other necessary supplies.

2. Gender Discrimination:

In some cultures, girls are denied the opportunity to attend school due to gender discrimination and traditional beliefs.

3. Conflict and Displacement:

Children living in conflict-affected areas or who have been displaced from their homes often face disruption to their education.

4. Lack of Infrastructure and Resources:

In many countries, there is a shortage of schools, classrooms, and qualified teachers, especially in rural and marginalized areas.

The Way Forward

To ensure that all children have access to quality primary education, governments, international organizations, and communities must work together to:

1. Increase Investment in Education:

Governments must allocate sufficient funds to support primary education, including infrastructure, teacher training, and curriculum development.

2. Address Poverty and Inequality:

Policies aimed at reducing poverty and addressing inequality can help break down barriers to education for disadvantaged children.

3. Eliminate Discrimination:

Laws and policies should be enacted to eliminate gender discrimination and other forms of discrimination that prevent children from accessing education.

4. Provide Support for Vulnerable Children:

Targeted programs and interventions are needed to support children from vulnerable backgrounds, such as children with disabilities, refugees, and children affected by conflict.

5. Promote Community Engagement:

Communities can play a vital role in supporting primary education by advocating for increased funding, volunteering in schools, and promoting the importance of education to parents and caregivers.

By working together, we can ensure that all children, regardless of their background or circumstances, have the opportunity to receive a quality primary education and unlock their full potential.

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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

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Why is primary education important?

Jul 27, 2020 | Pupils , Parents | 0 |

Primary education fulfils the needs of students during the first few years of school life. 

It aims to ensure the development of children – in order to develop their social, cognitive, cultural, emotional and physical skills to the best of their abilities.

Primary education improves children’s awareness, opens opportunities and reduces inter-generational poverty. Ultimately access to higher standards of education has more of an impact on academic progress than other factors, including social/economic family background and gender.

This blog post explains why primary education is important.

What is primary education?

Primary education is the first stage of compulsory education and generally covers the first six or seven years of school life.

Although primary education is compulsory, it is possible for parents to provide this at home.

 According to Locus Assignments:

Primary education is the incubator for the next generation of leaders, thinkers and innovators. The challenge for primary school educators is to prepare young minds and using that knowledge to develop instructional strategies to keep students involved in curriculum materials.   Primary school educators are responsible to deliver standardised learning to meet established standards of education. For primary education providers, it is very easy to see the learners as unique individuals. Early education is the time to find out a caring and supportive atmosphere that champions individuality while introducing the values of coordination to reach both individual and group goals.   Primary education measured as the base for the future intellectual developments. The subjects of humanities are introduced in the program of study with the aim of making the child familiar with the human world. Moral education is also bringing together as an important part of the curriculum with the purpose of develops more sentiment and positive outlook in the early phase of a child. Getting primary education provides a meticulous boost to a child. Locus Assignments

What are the objectives of primary education?

The main objective is to make children think analytically; to achieve high living standards; to face challenges posed by technology; and advancement of citizenship and basic values.

It provides an opportunity for students to make friends and develop communication skills.

The future of a child is totally dependent on the primary education. It can positively boost your child’s self-confidence and offer the skills they need to achieve success in their lives. 

Children who do not receive the basic education throughout their early years, including counting, alphabet, colours and shapes are going to fall behind other children who possess this basic knowledge.

What are the benefits of primary education?

It has several benefits for child development, including:

• Supports social and emotional development
• Teaches independence and confidence
• Improves reading and communication skills

How is social and emotional development supported?

Working and learning with other children helps to develop a sense of respect for others, learning the difference between right and wrong, how to play with cooperation, the importance of sharing, solving disputes, following instructions and voicing opinions.

These are critical skills for children to utilise all the way through their lives.

How does it teach independence and confidence?

Children who attend early years school that give a positive and nurturing environment are more stable than those who do not. 

Early education offers a safe, happy and healthy environment where children can obtain a sense of self and explore new things which teach them about themselves.

How does it improve reading and communication skills?

Communication and reading skills are directly associated with primary school learning.

An absence of education can lead to illiteracy and various other negative effects which will harm their development and potential long-term. Children who get an education become more productive and skilled than those who don’t get a fundamental education.

How EDArcade can help with children’s education

EDArcade is a virtual gaming world designed for primary school learners.

It features a range of learning tools perfect for pupils, including:

• E-safety concepts
• English and maths quizzes
• Makaton resources
• Science contests
• PSHE lessons
• Maths and English games
• Language presentations

It is designed around the national curriculum to support the educational needs of children aged 4 to 13 and SEN students of all ages.

Our library features +120 educational gams, short animated PSHE videos and our virtual world, EDVille.

For more information click here or call 01909 776906.

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• Primary education

Children need primary education to develop critical foundational literacy and numeracy skills.

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The near universalization of primary schooling is one of the great global achievements of past decades. In the early 1950s, some 50 per cent of primary school-aged children worldwide were out of school. Today, that figure stands at 11 per cent.

Still, the most marginalized children remain cut off from primary education – deprived of their right to develop foundational literacy and numeracy (FLN) skills. An estimated 70 per cent of 10-year-olds in low- and middle-income countries are now unable to understand a simple written text.

In low-income countries, only two thirds of children are estimated to complete primary school. Inequitable access exists across other divides: Children living in emergency and fragile settings, including refugee children, have fewer chances to complete primary school. Gender also plays a role, as girls who grow up in poor households are more likely than their male peers to have never attended or to have dropped out of primary school.

Even for students in school, far too many are not learning the critical foundational skills (literacy and numeracy, but also digital and transferrable skills) they need to thrive. 

Primary education forms the bedrock of development. It is in primary school that children learn foundational skills that prepare them for life, work and active citizenship. Quality education empowers children and young people, safeguards their health and well-being, and breaks cycles of poverty. It also empowers countries, ushering in economic prosperity and social cohesion.

These benefits come not just from getting children in school, but from getting them learning to their full potential.

UNICEF's response

The Sustainable Development Goals call for all children to complete free, equitable and quality primary education, leading to relevant and effective learning outcomes, by 2030. Foundational literacy and numeracy are essential for these outcomes.

To ensure every primary-aged child is in school and learning, global efforts must be concentrated on the “last-mile” challenge of reaching the most marginalized children, while enhancing the quality of primary education. This requires political commitment and targeted strategies to strengthen education systems with equitable financing and resource distribution.

Improving the quality of primary education will require strategic reforms across the education system. This includes developmentally appropriate curricula and pedagogy, effective teacher training and development programmes, better parental engagement, and robust quality assurance and data systems.

To support countries’ agendas for primary education, UNICEF’s Reimagine Education Initiative seeks to close the gap in access, enrich learning experiences, and improve learning outcomes through digital means. The future of learning lies both within the formal education system and outside of the classroom: Children and adolescents must have the opportunity to excel in both.

Together with governments and partners, UNICEF is working to:

• Build political commitment for quality primary education that leads to effective learning outcomes through evidence generation, advocacy and communication
• Advocate for better, equitable financing and distribution of education resources for primary education
• Support access to quality, formal primary education for those currently in primary education – as well as those who never attended primary school but are still age-eligible to enter primary – focusing on the most marginalized
• Strengthen non-formal education and alternative delivery models (like catch-up classes, bridging and accelerated education, and skills development training), including the recognition, validation and accreditation of non-formal learning outcomes
• Strengthen the capacity of countries to plan and implement quality education at scale, including through evidence-based interventions that contribute to foundational literacy and numeracy outcomes
• Champion and leverage innovations, including digital learning modalities, as platforms to support access to quality primary education

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Nearly two-thirds of 10-year-olds are unable to read and understand a simple text

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No one teaches us how to dream. We just do. But dreams can only carry the 61 million children not in school, mostly girls, so far. Educating children no matter where they are is one of the biggest steps we can take toward ending extreme poverty. Education is key to building a society that can overcome poverty in a sustainable manner. Investing in human capital brings about powerful social change and creates opportunities for those in developing countries to realise their full potential and to become leaders of the generation to come.

In many developing countries, education is unaffordable for families and there is a shortage of classrooms. The poorest countries need almost 4 million new classrooms by 2015, largely in rural and marginalized areas, to accommodate those who are not in school. More classrooms will alleviate overcrowding, cut class sizes and reduce the long travel distances. Children in rural areas sometimes walk two to three hours to attend school.

Other barriers to education include:

Humanitarian emergencies, especially conflict. The need to fulfill the right to education is greatest in humanitarian crises. More than 40 per cent of out-of school children live in conflict-affected poor countries, and millions are forced out of school by natural disasters each year. In emergency situations, education can save and sustain lives. A safe school environment can give children a sense of normalcy during a crisis. Schools can also aid in post-conflict reconstruction. Yet only 2 per cent of all humanitarian aid goes into education. Schools should be a higher priority during humanitarian crises, and national education plans should include contingencies for emergencies.

Gender discrimination. Girls face a unique set of barriers to education, such as child marriage, early pregnancy, and expectations related to domestic labour, not to mention unsafe travel and a lack of sanitary facilities. Many countries under-value girls’ education, with the result that fewer girls enroll and those who do are more likely to drop out. Some 34 million adolescent girls are out of school around the world, and women make up nearly two thirds (almost 500 million) of the world’s illiterate adults. The gender gap has significantly narrowed in primary education but there has been limited progress at the secondary level.

Child labor. Poverty and vulnerability are pushing far too many young children out of school and into the world of work. Some children remain in school, but are disadvantaged doubling up studies with work. For households living in poverty, children may be pulled out of school and into work in the face of external shocks such as natural disasters, rising costs, or a parent’s sickness or unemployment. By leaving school to enter the labor market prematurely, children miss a chance to lift themselves, their families, and their communities out of a cycle of poverty. Sometimes children are exposed to the worst forms of labor that is damaging to their physical, mental and emotional well-being.

Ironically, the same barriers that impede access to education could themselves be eradicated by making education more available.

We need education to fight armed conflict

We need education to fight gender discrimination

We need education to end child labor. 

CREDITS DIRECTED BYJonathan Olinger, Michael Trainer SERIES CREATIVE DIRECTOR Michael Trainer WRITERS Lindsay Branham, Jonathan Olinger NARRATED BY America Ferrera PRODUCED BY DTJ (www.dtj.org) PRODUCER Lindsay Branham EXECUTIVE PRODUCER Michael Trainer CINEMATOGRAPHY Austin Mann ORIGINAL SCORE Ryan O'Neal ASSOCIATE PRODUCER Adam Butterfield PRODUCTION ASSISTANT Liesbeth Roolvink LEAD EDITOR Jonathan Olinger EDITORS Lindsay Branham VISUAL EFFECTS Dan DiFelice MOTION GRAPHICS Dan Johnson COLOR Matt Fezz SOUND DESIGN Ben Lukas Boysen SOUND MIX Charles de Montebello, CDM Studios, NYC VOICE OVER RECORDING CDM Studios, NYC // VERY SPECIAL THANKS TO: Jane Rosenthal, Nancy Lefkowitz, Srei, her family and the Takeo Community in Cambodia and Global Partnership for Education

Defeat Poverty

Introduction to the importance of primary education

Oct. 18, 2012

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Essays on Primary Education

Teacher and student interactions in primary school are an essential part of learning that determines how teaching occurs. Classroom interactions can be categorised as being teacher-centred or student-centred. In the former categorisation, an educator will pose a question to the students with a pre-determined answer, give an opportunity for the...

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Primary education is the first formal stage in a child's educational career. This stage follows preschool and precedes secondary school, and takes place in primary schools, elementary schools, and first and middle schools. It is free and compulsory, and is associated with a higher percentage of primary school completion. It...

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Primary education is the first stage of formal education for children. It gives them the basic skills for reading, writing, and mathematics, as well as fosters emotional and cognitive development. Primary education also helps students to gain an appreciation for cultural diversity. The purpose of primary education is to prepare...

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Essay for Primary School: Simple Guide for Kids [with Samples]

The age of primary school students ranges from 5 to 11 years. At this stage of education, children start developing their writing skills. They make their first steps to analyzing and proving their points of view. Besides, they study how to write an essay for elementary school.

Correctly preparing all types of homework, from creative to persuasive writing, is something they should learn how to do. Surely, they need assistance in completing the first tasks. Right now, we will present to you the essentials of a good essay for primary school:

• A captivating topic;
• A precise and clear thesis statement;
• Several introductory sentences;
• Several supporting sentences;
• A strong concluding part.

If now you are looking for some hints for writing primary school essays, you have come to the right place. Especially considering the fact that children may approach the task in a variety of ways depending on how they prefer to study (which is easy to find out by taking a learning style quiz for kids). Below, our team has prepared tips and tricks for kids to nail their primary-level academic papers.

💡 How to Write an Essay for Primary School

An essay is one of the first written assignments you may get. So, we advise you to pay special attention to what your teacher says. Before assigning such a task, they give you explanations for preparing a primary school essay.

Usually, elementary school essays are meant to fire up kids’ imagination and expose their writing skills. No matter what the purpose is, you should approach the task with care.

What should an essay for primary school include?

• A captivating topic ; Selecting a topic is the first thing you will do after you get your assignment. Carefully examine the task’s details and think about something appropriate for your elementary level. Brainstorming your ideas is an excellent place to start.
• A precise and clear thesis statement; Make sure your thesis statement is accurate and brief. Without a clear thesis, your essay will not have a central idea and will be hard to develop. A precise statement tells the reader what your writing is about. Besides, it exposes how good your grip on the central idea is.
• Several introductory sentences; A great introductory paragraph can help you grab your readers’ attention. You can start by including a quote, telling an anecdote, or asking a question. In the introduction, the author also identifies the purpose of the essay and the topic. The paragraph ends with a thesis statement and prepares the reader for the supporting sentences.
• Several supporting sentences; This part of your essay will include the position you presented in the thesis statement. It will either offer an idea or defend it. It can be done in several ways: you can include reasons, examples, and supporting points.
• A strong concluding part. The conclusion wraps up the essay, but it emphasizes all the principal points you have argued throughout your essay. It is the last chance to sway your reader by explaining why the topic is relevant to them. Ending your essay with a strong concluding part shows that the thesis statement has been defended.

Essays for primary schools do not require research or analytical data. All you need is to present your ideas on the specified or chosen topic. Mind the proverb, “the written word remains” while writing your first elementary level essay.

The thing is:

The essay structure explained above will work for assignment kids will face in elementary school, middle school, high school, and up to college level. Teaching kids to write a traditional five-paragraph essay is essential for their academic success. It helps explain to them how to argue their ideas in a coherent and structured manner.

If you need more help with writing essays or with essay proofreading , you are welcome at our site.

✨ Topics for Primary School Essays

See the primary school essay topics that are manageable for an elementary level. It should be interesting for a kid but also informative and engaging for the readers.

These topics will get an A+ for your next school assignment:

• Our world in 50 years;
• My first day at school ;
• Future profession;
• My summer holidays ;
• My family ;
• My journey through primary school ;
• When I grow up… etc.…

You can find a good topic but have no idea how to write a good paper on it. These five essay prompts can be helpful if you need some inspiration.

• What is your favorite day of the week, and why? Think about a day of the week you enjoy the most. Why do you like it? Most of us wait for weekends to rest and spend time outside and with our families and friends. If that’s your case, describe how your usual Sunday looks and explain why you enjoy it. 
• What do you like the most about winter ? This is another great topic to consider, especially for creative writing. Everyone can pick at least several things they enjoy about winter. Whether it’s the snow, the winter sports, the holidays, or the winter break, write about something you like. It’s a fun and engaging topic for everyone.
• Who’s your hero ? All of us have a person they admire. It can be your father, your friend, or a celebrity. Think about the qualities or their actions that make them so special. You can try to tell a little bit about their biography and explain how they influenced you.
• What’s a good friend? You probably have a best friend. In this essay, you can try to explain what qualities do you personally appreciate in them. If you haven’t found a best friend yet, you can try to think about what kind of people you enjoy interacting with.
• Your biggest dream . People are born with the ability to dream. What is your biggest dream? Is it to learn how to drive a boat or visit savanna and see the big five? This essay lets your imagination and your creativity run wild.
• The car I dream about .
• Explain what friendship means to you.
• Describe your parents.  
• How do you understand happiness ?
• Write how you help your classmates with autism to feel included.
• The most important event of my childhood.
• Discuss why physical activity is important for children and what types of activity you like best.
• Do you like to take part in competitive sports ?
• Explain why you like or don’t like figure skating .
• A person who inspires me: my mother .
• What dog would you like to have?
• Describe your visit to Disneyland or any other theme park.  
• My travel to Dresden. 
• What challenges did you face in primary school ?
• Do you believe in online-friendship?  
• What do you do when you feel stressed?  
• Tell about your puppy and how you take care of it.
• The reasons my teacher is the brightest figure in my life.
• Describe the kindergarten you went to and explain why you liked or didn’t like it.
• How did you deal with bullies in the kindergarten .
• How I won the fight by losing it .
• Write about your favorite primary school teacher.
• Why everyone should have a pet .
• Explain how you interact with other kids at school.   
• Tell about the most exciting event in your life.
• Explore how eating healthy food can help you to do better at school.
• Describe your first visit to a museum .
• The difference of being a child in the past and today .
• Write about your trip to Yellowstone National Park and what you liked the most about it.
• What makes a good parent ?
• How does your dream home look like?
• Do you remember what difficulties you faced while learning to write?
• Tell about your favorite holiday .
• What do you like about Christmas ?
• How I learned to ride a bicycle.
• Describe the lessons you have in primary school and which of them is your favorite.
• Write about your physical education teacher .
• Discuss the pre-school education facility you’ve visited.

Sometimes such prompts can help you better than primary school essay writing samples. First of all, it gives you a direction by leaving you with the questions that only you can answer. Second, it shows you a variety of topics and themes available. Nevertheless, we still encourage you to look at some simple essays for primary school for better results.

All in all:

Essays are the most common academic paper that might seem easy to a writer. Our free tips will help you to get through any kind of paper. Still, if you are stuck on essay writing, you can always ask us for help!

Thank you for reading the article! Share it with peers and leave a comment below to let us know your opinion.

Further reading:

• Essay Topics for Grade 8, 9, 10, 12
• What Does an Excellent Essay Look Like?
• 1000-Word Essays: Quick Answers
• Breaking Down the Types of Essays
• A Complete Guide to Essay Writing
• How to Write a Good 5 Paragraph Essay
• The Basics of Effective Essay Writing: Becton Loveless, Education Corner
• 50 Writing Prompts for Elementary School Children: Janelle Cox, ThoughtCo
• Student Writing Models: Thoughtful Learning K-12
• Elementary Archives: JournalBuddies.com
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Being a primary school teacher of English language, I have discovered that many students leave primary school without basic essay writing skills. This is because as teachers, we do less to help and guide the learners in this aspect. We do less because we lack the knowledge and ability to guide the learners perfect this writing skills yet it is considered the production stage of language learning. Kindly help me. Guide me further so that I can also guide my learners.

A great suggestion for primary teachers and parents!

This is a very good method to preach the acknowledgments on report writing towards people.

Thank you for your great effort and help. Your blog has taught me many things! Thanks for this fantastic blog post on writing primary school essays.

Thanks for the post on writing essays for primary schools. It’s a real help for me and my son, who just starts to learn how to write essays.

What Is the Purpose of Education? Essay

Introduction, understanding the notion of education, the purpose of education, reasons to have education, features of an educated person, works cited.

Education has always been regarded as a significant part of the life of every individual. People had developed a particular understanding of education since the first civilizations appeared. Nowadays, primary education is mandatory for children in most of the countries. This necessity is predetermined by the fact that the individual should have the education to become a full value member of society. Also, education is vital for both personal and professional growth. The importance of education cannot be overestimated because it improves one’s potential and knowledge, promotes the development of society, and enhances the understanding of the surrounding world.

As it has been already mentioned, education became an important part of life since the beginning of humanity. Every epoch and civilization, starting from the Antiquity, shared the particular understanding of the notion of education and relationship between teachers and students. For example, the Ancient Greek understanding of the relationships between educators and learners may be described as follows: “The instructor is not noticeably older than the boys, but they appear to give him the respect and deference that would be due an honored teacher” (Austin 7). Such view of the learning process demonstrates the belief that the relationships between teachers and students should be based on the mutual respect. However, other ancient civilizations shared different views.

Hsun Tsu, a disciple of Confucius, saw education as a strict process of alternation. “He compared the process of educating a child to the process of straightening a piece of wood against a board or sharpening a piece of metal with a stone” (Austin 8). Such an approach is more teacher-centered in comparison to the other. Understanding of the notion of education is connected with its definition as well.

In Wikipedia, education is defined as “the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits” (“Education” par. 1). Such understanding of education usually presupposes that the individual studies at school or any other educational establishment to receive particular knowledge. Austin writes about Okakok’s argument that the word “education” should not be used interchangeably with the word “schooling” (79). The author writes that people are tended to speak about an educated person when they mean somebody who has received an official education. “Since all of our traditional knowledge and expertise is of this latter type, the concept of an ‘educated person’ has worked against us as a people, creating conflicting attitudes, and weakening older and proven instructional methods and objects of knowledge” (Austin 79). However, the controversial nature of education is described not only in the meaning of the word.

An interesting view on the nature of education was expressed by Paulo Freire in 1970. According to Freire, education reflects the political situation in the country. In authoritative countries, teachers have the absolute authority over learners who have to follow their orders. Freire considers that the interaction between the teacher and learner has a narrative character. Thus, the teacher is a person who narrates while the student listens. “Education is suffering from narration sickness” (Austin 63). Freire believes that the teacher should let students express their opinions and participate in the process. Ideas of Freire vividly describe one of the purposes of education.

It is difficult to understand and appreciate the significance of education without knowing its purposes. Many students are reluctant to study because they see no point in studying formulas and learning poems by heart. The problem is that not only students but many people are confused when they try to define the purpose of education. Philip Guo writes that many individuals use clichés (e.g. education teaches us how to learn) to explain the purpose of education. “The main purpose of education is to strengthen your mind” (Guo par. 1). Guo considers that permanent learning makes one’s mind strong. Thus, education lets people be prepared to challenging situations in life. Guo provides analog from sport to demonstrate his point of view. He writes that a good player has to work on his or her body all the time. The same is with mental conditioning. Mary Wollstonecraft, one of the first advocates of the rights of women, realizes that all people need to develop the strength of mind. Wollstonecraft writes that people always react to something new or unusual “because they want the activity of mind, because they have not cherished the virtues of the heart” (Austin 37). By asserting the rights of women, Wollstonecraft recognizes the importance of education to become an active member of society.

Education comprises a significant part of the social life. The purpose of education was explained by Nick Gibb, the Minister of Education in the United Kingdom in 2015. Gibb dwelled on that education formed a cornerstone of the economy and social life (Gibb par. 10). This statement describes the second significant purpose of education. Proper education is necessary for being able to live in society. When people study at schools, universities, or other institutions, they happen to be involved in various social situations. Also, educators provide students with knowledge concerning the proper behavior in society often. Seneca wrote, “they [liberal arts] are raw materials out of which a virtuous life can be built — such as they are indispensable to the functioning of a free society” (Austin 16). Thus, education is what makes people prepared to the life with others. It makes everybody familiar with the concepts of justice, equity, and freedom. Such identification of the purpose of education is rather limited at the same time if take into account that education is a much broader concept.

Kim Jones writes that when it comes to finding the solution to the particular problem, education becomes inevitable aspect of the proper decision. Education is crucial for addressing poverty issues or environmental problems. For example, Douglas contemplates that education is directly connected with freedom. The author takes slavery as an example. He writes, “Education goes hand in hand with freedom, and the only way to keep people enslaved is to prevent them from learning and acquiring knowledge” (Austin 46). Jones considers that there is no universal purpose of education because it is a too diverse phenomenon (par. 8). The aim of education is connected with the reasons to have it.

The importance of education cannot be overestimated. It is necessary to evaluate the reasons to have education in various spheres of life. First, education is vital for individual development. When the individual receives knowledge, it alters his or her vision of the world. Also, education promotes the development of critical skills. Thus, educated people know how to analyze different situations (“Why is Education So Important” par. 3). In addition, education is useful for the improvement of character. Education teaches individuals how to become civilized citizens and behave properly. Hsun Tzu uses the word “gentleman” to describe an educated man. Confucius’ follower believes that a proper education is necessary for staying human and making right choices in life. “Therefore, a gentleman will take care in selecting the community he intends to live in, and will choose men of breeding for his companions. In this way he wards off evil and meanness, and draws close to fairness and right” (Austin 10). Education makes the individual aware of the way the world works. An educated person does not believe in illusions.

The second reason to have the education is connected with the professional development. College graduates are more likely to find an interesting job in comparison to those who neglect education. People with education have the possibility to build careers and improve their financial situation (“Importance of Education in Society” par. 4). One may argue that education brings purely material rewards. Still, the feeling of personal growth from career achievements should not be overlooked as well. As Tzu states, “If you make use of the erudition of others and the explanations of gentlemen, then you will become honored and may make your way anywhere in the world” (Austin 12).

The third reason to have education refers to its significance to societies and nations. Kurniawan dwells on the connection of the lack of education with large scale problems such as poverty (1). The writer provides insights from the macroeconomic theory arguing that government’s investment in education results in a better productivity of the labor force. Consequently, people can perform better activities and receive high wages. Also, education makes the whole society aware of the challenges and ways of their overcoming. Even more, education leads to the achievement of the higher level of awareness. “It epitomizes the special characteristics of consciousness: being conscious of , not only as intent on objects but as turned in upon itself in Jasperian “split” — consciousness as consciousness of consciousness” (Austin 65).

The importance of education may be understood after the evaluation of the features of an educated person. Many people consider that an educated person knows a lot of facts and can remember information easily. Knowing facts does not make somebody an educated person. For example, one may memorize numerous things but fail to use them in practice. An educated person should have imagination and the ability to think and use acquired knowledge. Otherwise, no efficient result will be achieved. Al-Ghazali thinks that “effort to acquire knowledge is the worship of mind” (Austin 25). Thus, an educated person enjoys the process of learning something new and knows rationales for all efforts. An educated individual comprehends that education is not about having a diploma or certificate (Burdick par. 5). It is about learning how to live and become a better person.

McKay provides an interesting description of three features of educated people. The author believes that educated people do not wait for someone to entertain them. They always know what to do. Second, any educated person may entertain his or her friend. As far as such individuals know a variety of information, they face no difficulty in amusing others (McKay par. 8). The last distinctive feature of an educated person is open-mindedness. Such an individual is open to new suggestions and ideas. Educated people are not prejudiced or biased against something. They always enjoy learning something new even from the extremely different perspective because it broadens their scope of knowledge.

The role of education has always been important for people. Philosophers and educators of ancient civilizations realized the significance of knowledge acquisition. Nowadays, education has become an integral part of modern life. Education is often defined as the process of acquisition of new knowledge, skills, and habits. However, some scholars argue that such a definition does not reveal the true nature of education because it is more than having certificates or diplomas. Numerous views exist about the purpose of education, but most of them recognize the fact that education aims to improve lives of people. Reasons to have education also predetermine its significance. Thus, educated people are aware of many things in the surrounding world. They cannot be easily tricked. Also, they know the true value of knowledge. Besides, educated people have better opportunities for the professional development in comparison to those who do not have the education. Finally, education brings benefits to the nations. An educated society is a substantial advantage of every country. It is also important to be aware of what makes educated people better and different. Educated people are not only those who know a lot of facts. An educated individual realizes that being able to use knowledge is as important as having knowledge. All these factors demonstrate the significance of education in the modern society.

Austin, Michael. Reading the World: Ideas That Matter. New York City, New York: W. W. Norton & Company, 2010. Print.

Burdick, Eamon. An Educated Person . 2014. Web.

Education n.d. Web.

Importance of Education in Society n.d. Web.

Gibb, Nick. The purpose of education . 2015. Web.

Guo, Philip. The Main Purpose of Education . 2010. Web.

Jones, Kim. What is the purpose of education . 2012. Web.

Kurniawan, Budi. The Important of Education for Economic Growth . n.d. PDF file. 2016.

McKay, Brett. The 3 Characteristics of an Educated Man . 2011. Web.

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Why early childhood care and education matters

The right to education begins at birth.

But new UNESCO data shows that 1 out of 4 children aged 5 have never had any form of pre-primary education. This represents 35 million out of 137 million 5-year-old children worldwide. Despite research that proves the benefits of early childhood care and education (ECCE), only half of all countries guarantee free pre-primary education around the world.

UNESCO’s World Conference on Early Childhood Care and Education taking place in Tashkent, Uzbekistan on 14-16 November 2022 will reaffirm every young child’s right to quality care and education, and call for increased investment in children during the period from birth to eight years.  

Here’s what you need to know what early childhood care and education.

Why is early childhood care and education important?

The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. When children are healthy, safe and learning well in their early years, they are better able to reach their full developmental potential as adults and participate effectively in economic, social, and civic life. Providing ECCE is regarded as a means of promoting equity and social justice, inclusive economic growth and advancing sustainable development.

A range of research and evidence has converged to support this claim. First, neuroscience has shown that the environment affects the nature of brain architecture – the child’s early experiences can provide either a strong or a fragile foundation for later learning, development and behaviours. Second, the larger economic returns on investment in prior-to-school programmes than in programmes for adolescents and adults has been demonstrated. Third, educational sciences have revealed that participation in early childhood care and education programmes boosts children’s school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school.

From a human rights perspective, expanding quality early learning is an important means for realizing the right to education within a lifelong learning perspective. ECCE provides a significant preparation to basic education and a lifelong learning journey. In 2021, only 22% of United Nations Member States have made pre-primary education compulsory, and only 45% provide at least one year of free pre-primary education. Only 46 countries have adopted free and compulsory pre-primary education in their laws.

How has access to ECCE evolved?

Overall, there has been significant global progress in achieving inclusive and high-quality ECCE. Globally, the ratio for pre-primary education has increased from 46% in 2010 to 61% in 2020. The global ratio for participation in organized learning one year before the official primary school entry age also increased to reach 75% in 2020. However, in low- and lower-middle-income countries, fewer than two in three children attend organized learning one year before the official primary entry age.  Furthermore, the proportion of children receiving a positive and stimulating home environment remains significantly low with only 64% of children having positive and nurturing home environments. Great regional disparities remain the biggest challenges. In sub-Saharan Africa, only 40% of children have experienced a positive and stimulating home learning environment compared to 90% of children in Europe and Northern America.

How has the COVID-19 pandemic impacted ECCE?

The COVID-19 pandemic has had devastating effect on ECCE and amplified its crisis. Young children have been deemed the greatest victims of the pandemic, experiencing the impact of on their immediate families, and because of stay-at-home orders of lockdowns, having been deprived of essential services to promote their health, learning and psychosocial well-being. Some children will start basic education without organized learning experiences to the detriment of their readiness for school. It was estimated that the closure of ECCE services has resulted in 19 billion person-days of ECCE instruction lost with 10.75 million children not being able to reach their developmental potential in the first 11 months of the pandemic.

What are the consequences on foundational learning?

ECCE is a pre-requisite for meeting the right to learn and to develop. In particular, access to pre-primary education is a basis for acquiring foundational learning including literacy, numeracy and socio-emotional learning. Yet, according to the recent estimate, about 64% of children in low- and middle-income countries cannot read and understand a simple story at age 10. The roots of this learning poverty start in ECCE and its lack of capacity to make children ready for school.

What is the situation regarding ECCE teachers and care staff?

As the calls grow for higher quality ECCE provision, teacher shortages and quality has received increasing attention. The number of teachers who received at least the minimum pedagogical teacher training, both pre-service and in-service, increased from 68% to 80% between 2010 and 2020. It is estimated that ECCE services need another 9.3 million full-time teachers to achieve the SDG target . Most Member States have established qualification requirements for ECCE teachers, while far less attention has been focused on ECCE teachers’ working conditions and career progression. The low social status, poor salaries and job insecurity of ECCE teachers and care staff tend to have an adverse impact on attracting and retaining suitably qualified early childhood educators.

What are the policies, governance and financing implications?

It is time for societies and governments to implement relevant policies to recover and transform their ECCE systems. ECCE is seen by many countries as a key part of the solution to a myriad of challenges including social inclusion and cohesion, economic growth and to tackle other sustainable development challenges. According to the 2022 Global Education Monitoring Report, 150 out of 209 countries have set targets for pre-primary education participation by 2025 or 2030. The proportion of countries that monitor participation rates in pre-primary education is expected to increase from 75% in 2015 to 92% in 2025 and 95% in 2030. It is expected that the pre-primary participation rate for all regions will exceed 90% by 2030. In Central and South Asia, East and South-East Asia, and Latin America and the Caribbean, participation rates are expected to be nearly 100%. At the same time, it is projected that participation rates in Northern Africa and Western Asia will be about 77% by 2030.

What are the obstacles to ensuring access to quality ECCE?

• Policy fragmentation: In many countries, ECCE policies and services are fragmented and do not leverage whole-of-government and whole-of-society approaches to addressing the holistic needs and rights of families and their young children. This is particularly challenging for national governments with limited resources, low institutional capacities and weak governance.
• Lack of public provision : Non-state provision of ECCE continues to grow in many contexts, and the role of non-state actors in influencing policy development and implementation is evident. Non-state actors provide a large proportion of places in pre-primary education. In 2000, 28.5% of pre-primary aged children were enrolled in private institutions, and this rose to 37% in 2019, a figure higher than for primary (19%) or secondary (27%) education.
• Insufficient regulation of the sector : Specific regulations and standards for ECCE are not in place in most countries. Regulations usually do not establish quality assurance mechanisms and those that do, tend not to focus on outcomes.
• Chronic underfunding : An average of 6.6% of education budgets at national and subnational levels were allocated to pre-primary education. Low-income countries, on average, invest 2% of education budgets in pre-primary education, which is far below the target of 10% by 2030 suggested by UNICEF. In terms of international aid, pre-primary education remains the least funded sector.

What are the solutions?

Political will and ownership are key to transforming ECCE. UNESCO’s review highlights progress in some countries, giving an indication of what is required to successfully strengthen the capacity of ECCE systems:

• Expanding and diversifying access : Increasing investment and establishing a legal framework to expand ECCE services are essential steps. Innovative ECCE delivery mechanisms such as mobile kindergartens with teachers, equipment for learning and play, have been deployed in some countries to reach remote areas and provide children with pre-primary education.  
• Enhancing quality and relevance : ECCE curriculum frameworks should cover different aspects of early learning and prepare children with essential knowledge, skills, and dispositions to transit smoothly to formal education.
• Making ECCE educators and caregivers a transforming force : For the transformation of ECCE to take place, ECCE educators need to be adequately supported and empowered to play their part.
• Improving governance and stakeholder participation : Countries have adopted different modes of governance. There are generally two systems that are followed, an integrated system and a split system.
• Using funding to steer ECCE development : Strengthening domestic public financing is important for providing affordable ECCE. Since ECCE services are offered by different ministries, there must be a clear demarcation of funding and financing rules for different sectors and different ministries. Innovative financing may include earmarking resources from economic activities and other sources.
• Establishing systems for monitoring and assessing whole-of-child development . System-level action in strengthening the availability and reliability of data obtained from assessments enables efficient and timely monitoring of programmes and child developmental milestones.
• Galvanize international cooperation and solidarity . The World Conference on Early Childhood Care and Education is an opportunity to mobilize existing global, regional, and national networks to increase focus on identifying and sharing innovations, policies and practices.

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Value of Education Essay

500 words essay on value of education.

Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.

                                                                                                                        Value Of Education Essay

Importance of Education

Education makes people independent. Furthermore, it increases knowledge, strengthens the mind, and forms character. Moreover, education enables people to put their potentials to optimum use.

Education is also a type of reform for the human mind. Without education, the training of the human mind would always remain incomplete.

Education makes a person an efficient decision-maker and a right thinker. Moreover, this is possible only with the help of education. This is because education acquaints an individual with knowledge of the world around him and beyond, besides teaching the individual to be a better judge of the present.

A person that receives education shall have more avenues for the life of his choice. Moreover, an educated person will be able to make decisions in the best possible manner. This is why there is such a high demand for educated people over uneducated people for the purpose of employment .

Negative Impact of Lack of Education

Without education, a person would feel trapped. One can understand this by the example of a man who is confined to a closed room, completely shut from the outside world, with no way to exit it. Most noteworthy, an uneducated person can be compared to this confined man.

Education enables a person to access the open world. Furthermore, a person without education is unable to read and write. Consequently, a person without education would remain closed to all the knowledge and wisdom an educated person can gain from books and other mediums.

The literacy rate of India stands at around 60% in comparison to more than 80% literacy rate of the rest of the world. Moreover, the female literacy rate is 54.16% in accordance with the 2001 population census. These figures certainly highlight the massive problem of lack of education in India.

To promote education, the government of India takes it as a national policy. The intention of the government is to target the very cause of illiteracy. As such, the government endeavours to eradicate illiteracy, which in turn would lead to the eradication of poverty .

The government is running various literacy programmes like the free-education programme, weekend and part-time study programme, continuing education programme, mid-day meal programme, adult literacy programme, etc. With the consistent success rate of these programmes, hopefully, things will better.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of Value of Education Essay

Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.

FAQs For Value of Education Essay

Question 1: What is the importance of education in our lives?

Answer 1: Having an education in a particular area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also enhances their community. In addition, education develops the human personality and prepares people for life experiences.

Question 2: Explain the meaning of true education?

Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society.

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Home Blog BI Students Win Competition with Essay on AI Revolution

BI Students Win Competition with Essay on AI Revolution

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MSc students Philipp Athanasiadis and Johannes Javorsky came out on top with their essay discussing who really stands to gain from the rapid rise of generative AI. 

The two are this year’s winners of BI’s Opinion Essay Competition, which is organised as part of the master course Ethics and Sustainability in Organizations each semester. 

“We feel very honored to have won this year’s opinion essay competition and are happy to see that critical thinking is valued and encouraged,” say Philipp and Johannes. 

In their essay, the two students question who really will benefit from the generative AI revolution and the possible extreme boost in productivity it is expected to bring. 

Addressing AI responsibly

“We deeply believe that generative AI is an increasingly disruptive technology that will certainly change our future. How we deal with it will define whether the changes will be for the better or the worse. In our opinion, addressing generative AI responsibly is one of the most important challenges of today.”

The winners of the competition receive a prize of NOK 10,000 in addition to having their essay  “Generative AI: A bright future ahead of us – but for whom?”  published as a featured article on BI Business Review. 

Leaders of tomorrow

Professor Caroline Dale Ditlev-Simonsen is responsible for the competition. She describes the essay competition as a great alternative to just tasking students with writing a regular assignment. 

“This competition demands students to apply what they have learned, critically reflect, and take a personal stand on how the world of business approaches sustainability. Initiatives like this aim to support and enhance students’ skills and engagement when it comes to sustainable development and corporate sustainability. These are all highly important things to learn for a group of people that represent the leaders of tomorrow,” says Ditlev-Simonsen.

This year’s jury consisted of Karen Spens (President of BI), Abhimanyu Manimaran (Director Strategy and Partnerships, UN Global Compact Norway), Linn Dybdahl (Senior Adviser, NMBU) and Pål Nygaard (Associate Professor, BI).