essay about a right to education

Essay On Right To Education

500 words essay on right to education.

Education enables individuals to put their potentials to optimal use. Moreover, it makes them a thinker and correct decision-maker. This is possible because of getting access to knowledge from the external world. Thus, education opens new windows to the outside world. Through an essay on right to education , we will discuss its importance and benefits.

Importance of Right to Education

Education is an essential condition to free individual development. It is what can make a person fit for the tasks of citizenship. Moreover, when you are not educated, you will hardly understand politics or stay vigilant about national interests.

Thus, participation in state affairs is going to be negligible only. In other words, a citizen like that will be no less than a slave to others. This will prevent them from rising in the stature of their personality. Usually, others will make decisions for that person.

Consequently, it will be a failure of democracy. The right to education is a civil right that safeguards individuals from all this. While it does not guarantee an identical intellectual training of everyone nonetheless, it does provide provisions for that type of education.

Without the right to education, people won’t be able to get live their life as they wish to, especially those who cannot afford it. It ensures that everyone gets an equal right to education so that we all can develop as a society without leaving anyone section out.

Thus, the right to education can be life-changing for people who wish to change their lives and break the old-age cycle. It helps individuals to get equal access to education like any other citizen without any discrimination.

Benefits of Right to Education

There are many benefits which the right to education provides us with. Firstly, it has brought many changes in society in terms of ease of education. Further, it ensures a consistent fee structure for all.

In other words, schools cannot make any sudden hikes in fees so people don’t suffer from it. After that, it also ensures that everybody gets an education easily by making it available to everyone.

A lot of underprivileged students cannot find ample resources despite having talent. Thus, it ensures that they can rightfully pursue their education. Consequently, it increases the literacy rate of a nation.

This is without a doubt a great advantage for any country. Moreover, it removes any kind of discrimination especially for people belonging to different economic backgrounds. Similarly, it applies to disabled people as well.

Most importantly, it ensures that schools offer seats to those who cannot afford to pay their fees. Thus, it helps the underprivileged people to partake in it thereby making education reach all sectors of society.

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Conclusion of Essay on Right to Education

All in all, every citizen must get a chance to get access to education which will enable them to judge, weigh and make decisions for themselves. It is a life-changer for many people all over the world especially those belonging to the underprivileged sector to outshine.

FAQ of Essay on Right to Education

Question 1: Why is education important for child development?

Answer 1: Education offers children to learn with diversity. Thus, children will develop healthy social interaction by blending in with other kids belonging to different cultures and backgrounds. Moreover, it can boost their self-esteem and self-confidence.

Question 2: Why is the right to education important?

Answer 2: The right to education is essential as it is a human right and indispensable for the exercise of other human rights. Quality education strives to guarantee the development of a fully-rounded human being. Similarly, it is one of the most powerful tools which can lift socially excluded children and adults out of poverty.

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5 Must-Read Essays on the Right to Education

When the United Nations adopted the Universal Declaration on Human Rights, Article 26 asserted that all people have the right to education. That right appears in other documents such as the Convention on the Rights of the Child (1989) and in treaties about women and girls, refugees, migrants, and others. Many constitutions around the world also list education as a right. However, the right to education isn’t always upheld. To understand more about education as a human right, and where and why it’s often not a reality, here are five must-read essays:

“ Girls Can Change The World – But We Have To Invest In Them First ” – Malala Yousafzai

Writing for Time Magazine in 2018, Malala Yousafzai’s essay details the importance of educating girls. It’s short, but like all of Malala’s writing, it’s impactful. She opens with the sobering statistic that 130 million girls are not in school. Despite promises at the United Nations to guarantee that every girl will get 12 years of education by 2030, donor countries either halted or decreased their giving for education. Malala expresses her discouragement, but remains hopeful, drawing attention to the Malala Fund and impact of local activists and educators.

The youngest Nobel Prize laureate, Malala is a Pakistani human rights activist, with a special focus on female education. In 2012, the Taliban attempted to assassinate her since she was already a well-known activist, but she survived. The attack and recovery made her a household name, and she won the Nobel Prize two years later. She is a writer and current student at Oxford University.

“ Is Education a Fundamental Right? ” – Jill Lepore

A relatively-unknown Supreme Court Case from 1982, Plyler v. Doe addressed questions about education, immigration, and if schooling is a human right. In her essay, Jill Lepore writes that this case could become much better known as various lawsuits filed on behalf of immigrant children enter the court system. These are the children who are separated from their parents at the border and deprived of education.  Using Plyler v. Doe as a guide along with the other cases both past and present, Lepore explores the issue of education as a fundamental right in the United States.

This essay appeared in the print edition of The New Yorker in September 2018 under the headline “Back to the Blackboard.” Jill Lepore is a professor of history at Harvard University and a staff writer for the New Yorker. Publications include the book These Truths: A History of the United States and This America: The Case for the Nation.

“ How to Improve Access to Education Around the World ” – Jan Lee

In this piece on the Triple Pundit platform, Lee takes a look at how Pearson, an education publishing and assessment service company based in the UK, is making an impact on education access around the world. In the United States, Pearson works on finding solutions for the social and economic problems that lead to low high-school graduation rates. Pearson also invests in low-cost private education around the world. The essay highlights how access to education can be improved through new educational technology for students with disabilities and outreach to underserved communities. Since this article was sponsored by Pearson, it doesn’t look at what other companies or organizations are doing, but it provides a good model for the kinds of actions that can help.

Jan Lee is an award-winning editorial writer and former news editor, whose work can be found Triple Pundit, JustMeans, and her blog The Multicultural Jew. On Triple Pundit, she’s written stories on a variety of topics, such as Leadership & Transparency, Data & Technology, and Energy & Environment.

“ Higher Education Is A Human Right ” – Heidi Gilchrist

It’s established that primary education is a human right, but what about higher education? In her essay, Heidi Gilchrist argues that it is. Looking specifically at the United States, her reason is that in order to access the American dream- which she calls the “ideal it [the country] was founded on” – people need higher education. As global society starts to depend more on technology and other complex systems, more and more jobs will require advanced degrees. In order to truly succeed and achieve their dreams, people will need higher education. Gilchrist offers another perspective on the issue, as well, writing that countries need people with advanced degrees to protect national security. Having higher education remain a luxury means only the wealthy can access it, and that harms a society in every regard.

Heidi Gilchrist is a Lecturer-in-Law at Columbia Law School and an Assistant Professor of Legal Writing at Brooklyn Law. In her previous career, she served as a national security analyst in the federal government, and as a laison to the FBI’s Joint Terrorism Task Force in New York City. She writes on national security and how it converges with human rights law and civil rights.

“ Public schools for private gain: The declining American commitment to serving the public good ” – David F. Larabee

In an essay that is both a history lesson and critical look at the pursuit of education as a “private benefit,” Larabee argues that this new view of schooling is dangerous. While in the past, school had been seen as a community where students of all backgrounds and finances mingle and receive opportunities, it’s morphing into just another capitalist arena. Wealthy parents are choosing private schools and focusing their resources there, while public schools and students struggle. School is becoming “a means of private advancement,” Larabee says, instead of a source of public good. This has serious long-term consequences.

David Larabee is a Lee L. Jacks Professor of Education, emeritus, at the Standard University Graduate School of Education. He describes himself as a “sociologically oriented historian of education.” He is also an author, most recently of 2017’s A Perfect Mess: The Unlikely Ascendancy of American Higher Education.

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The right to education

Introducing articles 28 and 29.

Home > The Rights Respecting Schools Award > The Right to Education

The Right to an Education is one of the most important principles in becoming a Rights Respecting School.

Education is a key social and cultural right and plays an important role in reducing poverty and child labour. Furthermore, education promotes democracy, peace, tolerance, development and economic growth. There are a number of articles in the UN Convention on the Rights of the Child  that focus on a child’s right to education.

Articles 28 and 29 of the Convention on the Rights of the Child

Articles 28 and 29 focus on a child’s right to an education and on the quality and content of education.  Article 28 says that “State Parties recognise the right of children to education” and “should take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity.” Article 29 focuses on the aims of education and says that governments agree that “the education of the child shall be directed to:

• The development of the child’s personality, talents and mental and physical abilities to their fullest potential.
• The development of respect for human rights and fundamental freedoms and the principles enshrined in the Charter of the United Nations.
• The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate and for civilisations different from his or her own.
• The preparation of the child for responsible life in a free society in the spirit of understanding, peace, tolerance, equality of sexes and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin.
• The development of respect for the natural environment.

The 1990 World Declaration on Education for All  described education as consisting of essential learning tools such as literacy, numeracy and problem solving combined with knowledge, skills, values and attitudes required by human beings to survive, develop potential, to improve the quality of their lives, to make informed decisions and to continue learning.

General Comment on the aims of education

In 2001, the  Committee on the Rights of the Child , the body of experts that monitors the implementation of the Convention, published a paper (called a General Comment) that explained and elaborated on the right to education.

The General Comment 1 on the aims of education provides a very clear overview of what the right to education means in practice. It said that:

• Education must be child-centred and empowering. This applies to the curriculum as well as the educational processes, the pedagogical methods and the environment where education takes place.
• Education must be provided in a way that respects the inherent dignity of the child and enables the child to express his or her views in accordance with article 12 (1) and to participate in school life.
• Education must respect the strict limits on discipline reflected in article 28 and promote non-violence in school.
• Education must include not only literacy and numeracy but also life skills such as the ability to make well-balanced decisions; to resolve conflicts in a non‑violent manner; and to develop a healthy lifestyle, good social relationships and responsibility, critical thinking, creative talents, and other abilities which give children the tools needed to pursue their options in life.

It’s important to remember that the  Convention must be seen as a whole  and so articles 28 and 29 should not be looked at or considered in isolation. Particular regard should be paid to the General Principles and other closely related articles for example: article 16 : protection of privacy, article 24 health (including health education), article 31 rest, leisure, play, recreation and culture.

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Introducing the United Nations Convention on the Rights of the Child

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Right to education

This page is about the right to education and how it must be put into place for every child as a fundamental human right.

What is the right to education, how many people are denied the right to education, why does it matter, what do we mean by a right to education, who is responsible for enforcing the right to education, ​what do governments need to do to about the right to education​, what must countries do to meet their obligations.

Education is a basic human right for all and is important for everyone to make the most of their lives. Other human rights include the right to freedom from slavery or torture and to a fair trial.

Having an education helps people to access all of their other human rights. Education improves an individual’s chances in life and helps to tackle poverty.

According to the the most recent figures available from the  UNESCO Institute for Statistics in July 2016 , 263 million children and youth are out of school.

This includes 61 million children who should be in primary school, 60 million of lower secondary school age (ages 12 to 14) and 142 million who are aged between 15 and 17.

Girls and children from sub-Saharan Africa are most likely to be missing out on their education.

Armed conflict also means that children struggle to get an education – 22 million children of primary school age are affected by this. 75 million children and adolescents have had their education directly affected by conflict and emergencies.

Education reduces poverty, decreases social inequalities, empowers women and helps each individual reach their full potential.

It also brings significant economic returns for a country and helps societies to achieve lasting peace and sustainable development. Education is key to achieving all other human rights.

Every person is entitled to a quality education without discrimination, which means:

• A compulsory free primary school education for every child
• Secondary school (including technical training) must be available to everyone – states must work towards providing this for free
• Higher education must be equally accessible, with countries working towards the goal of making this free
• Fundamental education for those who missed out on primary school should be encouraged and available

It also means parents have the right to choose schools for their children and for individuals and organisations to set up schools that meet minimum standards.

Theirworld also believes that every child should have access to two years of free, quality pre-primary education.

Governments must provide good quality education and make sure all children can access it, without discrimination.

This is an international legal obligation and governments can be held accountable for failing to provide education for all its citizens.

Education has been recorded as a basic human right in international law since 1948. It is included in many documents and treaties including:

• Universal Declaration of Human Rights (1948)
• Convention Against Discrimination in Education (1960)
• International Covenant on Economic, Social and Cultural Rights (1966)
• Convention on the Elimination of All Forms of Discrimination against Women (1979)
• African Charter on Human and People’s Rights (1986)
• Convention on the Rights of the Child (1989)
• World Declaration on Education for All: Meeting Basic Learning Needs (1990)
• The Dakar Framework for Action: Education for All (2000)
• Convention on the Rights of Persons with Disabilities (2006)
• UN General Assembly Resolution on the Right to Education in Emergency Situations (2010)

Governments must guarantee that education in their country or state is:

• Available.  There must be adequate materials, classrooms, trained teachers and so on – so that a quality education is available to every child.
• Accessible.  Schools must be within reach, suitable for disabled children and fit for purpose. They must be affordable for all children. There must be no discrimination for gender, race, religion or any other reason.
• Acceptable.  Education must be of a high quality and include relevant information that is appropriate. Children with disabilities have the right to the same quality of education.
• Adaptable.  Schools and school systems must be suitable for the communities they serve.

Governments have to make sure all children can get the education they are entitled to by doing the following:

• Removing anything that prevents access to quality education, such as repealing laws that cause discrimination
• Preventing individuals or groups from stopping children from being educated
• Taking steps to make sure children can get a quality education – this could include building schools or training teachers

The international community knows that achieving the full extent of the right to education will take time and resources.

Governments must put plans in place to meet the minimum standard of free, compulsory primary education and then take steps to extend the right to education to every child.

The right to education without discrimination is part of the minimum standard and must be created immediately.

It’s very important that governments continue to work towards the full right to education and don’t allow plans to stall or be delayed.

As well as governments, other organisations and individuals play a part in making sure that all children can access quality education. These include intergovernmental agencies such as UNESCO, international financial institutions, businesses, civil societies and parents.

Article 28: The Right to Education

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• First Online: 03 January 2022

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• Ziba Vaghri 31  

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On Education and Public Schools

Introduction: A Sociological and Philosophical Approach to Education

Appropriate Language in Education

States Parties recognize the right of the child to education and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular:

Make primary education compulsory and available free to all;

Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;

Make higher education accessible to all on the basis of capacity by every appropriate means;

Make educational and vocational information and guidance available and accessible to all children;

Take measures to encourage regular attendance at schools and the reduction of drop-out rates.

States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention.

States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.

‘Public call should be announced for students to give their views and proposal what should they learn in particular educational programmes or educational profiles.’ (Eastern Europe)

‘Inspections should be more frequent and spontaneous (unannounced). When inspectors announce the inspection, then teachers know in advance and they instruct students what are they going to teach, which questions will they ask students and what should students say.’ (Eastern Europe)

Article 28 echoes the International Covenant on Economic and Social Rights, Article 13, in enshrining the right to education for all (Pinheiro, 2006 ; UN Secretary General, 2020 , paras. 41–48). It has been described as a ‘multiplier right,’ epitomising the indivisibility of rights as it contributes to the realisation of many other rights (Courtis and Tobin, 2019 , p. 1058; Tomaševski, 2006 , p. 7). However, Article 28 differs from Article 13 in several significant ways. It expands the scope of the right to education to include obligations on States Parties to encourage school attendance and reduce drop-out rates, to ensure that school discipline is administered in a manner consistent with the child’s dignity, and to promote and encourage international cooperation in matters relating to education. It lacks any reference to the right of parents to choose an education for their children in conformity with their moral or religious convictions, although this issue is addressed in Article 29, the aims of education.

The provision of education for all has significant resource implications and, accordingly, Article 28 is subject to progressive realisation. The text affirms that States Parties must, with a view to achieving the right progressively, make primary education compulsory and free to all. The obligations on secondary education are lower, requiring that States Parties encourage its development, and accessibility and availability to all, including through provision of free education and financial support. Higher education must be made available by every appropriate means, and education and vocational guidance available to all children. However, the Committee on Economic, Social and Cultural Rights has proposed that minimum core requirements must be introduced irrespective of available resources. These include non-discrimination in access to education, consistency of the curricula with international human rights standards, and compulsory and free primary education to all ( 1999 , para. 57).

Non-discrimination and free and compulsory primary education for all have also been re-affirmed as core obligations by the Committee on the Rights of Persons with Disabilities ( 2016 , para. 41). The Committee on the Rights of the Child has not explicitly articulated any core obligations. However, it consistently recommends that States Parties endorse these measures as an immediate core obligation, not subject to progressive realisation, particularly in respect of its demands that budget allocations are sufficiently directed to the implementation of the right to education (UN Committee on the Rights of the Child, 2000a , para. 18, 2003 , para. 60 (a), 2005a , para. 59, 2010a , para. 59).

The Convention does not define the word education. However, the Committee makes clear that education extends ‘beyond formal schooling to embrace the broad range of life experiences and learning processes which enable children … to develop their personalities, talents and abilities and to live a full and satisfying life within society’ ( 2001 , para. 2). Accordingly, education is not confined to those levels elaborated in Article 28. It is interpreted as beginning at birth, and extends to the provision of preschool education (UN Committee on the Rights of the Child, 2006a , para. 28). Although silent on ages for starting or finishing school, the Committee has asked States Parties to establish minimum and maximum ages for compulsory education (Verheyde, 2005 ), encouraged the inclusion of early childhood education and care (UN Committee on the Rights of the Child, 2004a , 2006a , 2016a , para. 69 (g)), and suggested that the end of compulsory education should coincide with the minimum age for employment ( 1995a , b , 1996 ). Furthermore, the Committee has interpreted the article to apply to regular and non-formal education ( 2000b , para. 90) and has recommended non-formal education for children who have difficulty attending schools ( 2002a , para. 306, 2004b , para. 58).

General Principles

Article 28 requires that education be provided on the basis of equal opportunity to all children. The obligation to ensure non-discrimination in respect of the right to education is an immediate obligation and applies to all aspects of education (UN Committee on Economic, Social and Cultural Rights, 1999 , para. 13). No child can be discriminated against in respect of their right to education on any of the prohibited grounds elaborated in Article 2. The Committee has repeatedly highlighted many groups of children who are vulnerable to discrimination in education and demanded that States Parties take action to secure their equal right to education. These groups include, among many others, children with disabilities ( 2004c , para. 48), girls ( 2005b , para. 75), indigenous children ( 2005c , para. 59), Roma children ( 2002b , para. 42 (a)), children in detention ( 2005d , para. 53), rural, immigrant, refugee and asylum-seeking children, children affected by armed combat, working children, children in conflict with the law, and those living with HIV/AIDs (UN Committee on the Protection of the Rights of All Migrant Workers and Members of Their Families and UN Committee on the Rights of the Child, 2017 , paras. 59–63; UN Committee on the Rights of the Child, 2007a , paras. 62–72, 2007b , para. 89, 2009a , paras. 56–63, 2017a , para. 19; Verheyde, 2005 ).

Education is the individual right of every child and it is in their best interests that they receive a quality education. In developing an education system, States Parties must ensure that the best interests of the child are its primary focus, and that it is not subordinated to broader economic or instrumental societal goals, such as conformity with specific religious or political views (Courtis and Tobin, 2019 , p. 1062).

The realisation of the right to education is an integral dimension in contributing towards the child’s optimum development. The breadth of the education curriculum, as well as the means through which is it delivered, must be designed to promote children’s optimum development.

The right of the child to be heard is fundamental to the right to education. The Committee have affirmed that children should be listened to and engaged through a participatory pedagogy within the classroom, and schools should adopt a culture of respect for the right of the child to be heard ( 2009b , para. 107). In addition, States Parties must ensure that children have opportunities to influence decisions from their individual education to the way their school is run, through class and school councils, and representation on school boards, and also in the development of broader education legislation and policy (UN Committee on the Rights of the Child, 2009b , paras. 109–111). Finally, children must have the opportunity to be heard in any disciplinary proceedings (UN Committee on the Rights of the Child, 2009b , para. 113).

Articles Related or Linked to Article 28

Article 4 obliges States Parties to take all appropriate measures to implement education as described in Article 28 (1), and to assist those with inadequate resources to do so.

Articles 13–17 contain provisions on access to information and participation the two essential pillars of education.

Article 19 (1) provides protection to the child from maltreatment from teachers and others.

Article 23 (3) ensures that children with disabilities have access to education.

Article 24 (e) requires children receive health education.

Article 29 describes the appropriate content and aims of education.

Article 30 requires provision of conditions for children of indigenous or minority groups to be educated on and enjoy their own culture, religion, and use their own language.

Article 31 , consistent with current knowledge of the important role of art-based and play-based learning, also requires that rest, play, leisure, and recreation are provided for in education.

Article 32 obliges States Parties to ensure labour does not compromise the child’s enjoyment of their right to education (Verheyde, 2005 ).

Relevant Instruments

UN Universal Declaration of Human Rights (1948), Article 26

UN Declaration of the Rights of the Child (1959), Principle 7

UN Convention Against Discrimination in Education (1960)

International Covenant on Economic, Social and Cultural Rights (1966), Article 13

UN Convention on Technical and Vocational Education (1989)

Treaties which address the education rights of vulnerable groups:

UN Convention Relating to the Status of Refugees (1951), Article 22

International Convention on the Elimination of All Forms of Racial Discrimination (1966), Article 5

UN Declaration on the Rights of Disabled Persons (1975), Principle 6

UN Convention on the Elimination of All Forms of Discrimination against Women (1979), Article 10

International Convention on the Protection of the Rights of all Migrant Workers and their Families (1990), Article 30

UN Declaration on the Rights of Persons Belonging to National or Ethnic Religious and Linguistic Minorities (1992), Article 4 (3)

UN Convention on the Rights of Persons with Disabilities (2006), Articles 7 and 24.

Attribute One: Access to Primary, Secondary, and Higher Education

States Parties must make primary education compulsory and available free to all. Although no age range is prescribed, it would typically be for 6 years up to the age of 12 (UNESCO Institute for Statistics, 2012 , para. 122). The compulsory provision exists in recognition of essential nature of primary education for development of the child and their effective functioning in society. It is intended to ensure that neither the state nor the parent (or indeed the child) can prioritise other options potentially harmful for the child’s development (Courtis and Tobin, 2019 , p. 1083).

The Committee has consistently demanded of States Parties that they provide sufficient funding to ensure free compulsory primary education, including by abolishing fees ( 2010b , para. 72 (a), (b)). The Committee is also highly critical of the imposition of indirect costs such as obligatory school uniforms, textbooks and other materials, meals, transport, fees for participation in certain activities, or exam fees, and has recommended their abolition. Footnote 1

States Parties must also encourage the development of secondary education, which is commonly between the ages of 12 and 17 years, and must be provided in different forms to allow flexible curricula and systems to accommodate both academic and vocational opportunities. Notably, Article 28 does not impose the requirements that it is either free or compulsory. However, the Committee has welcomed the introduction of measures by States Parties to extend mandatory education to secondary level ( 2012c , para. 63). It also recommends measures to render secondary education free to every child ( 2011 , para. 62 (b)). Finally, States Parties must make higher education accessible to all on the basis of capacity. Although the Committee has afforded minimal attention to this provision, it has drawn attention to potential discrimination in access and recommended that States Parties take action to ensure equal opportunities for higher education for marginalised groups of children ( 2012d , para. 63 (b)).

The overarching requirements in implementing the right to education have been conceptualised as the 4As: education must be available, accessible, acceptable, and adaptable (Tomaševski, 1999 ). Availability requires that the requisite resources have been allocated to enable sufficient school places, trained teachers, equipment, books, and other materials, as well as, for example, adequate sanitation facilities, to enable every child to attend school. Accessibility necessitates that no barriers to education exist for any child whether as a consequence of discrimination, physical access, or affordability (UN Committee on Economic, Social and Cultural Rights, 1999 , para. 69 (b)). Acceptability demands that education is relevant, culturally appropriate, and of good quality (UN Committee on Economic, Social and Cultural Rights, 1999 , para. 69 (c)). Finally, adaptability requires a flexible education system that is capable of responding to the needs of a diverse range of students in a variety of different and potentially changing contexts (UN Committee on Economic, Social and Cultural Rights, 1999 , para. 69 (d)).

States Parties are encouraged to adopt a range of measures to achieve these objectives. They must ensure the ongoing collection of adequate disaggregated data to identify gaps, needs, and violations of education rights, and plan future or remedial action. Data should include, for example, primary enrolment rates and ratios by target groups, drop-out rates (including reasons for drop-out), proportion of children who are covered under publicly supported programmes and those required to pay fees, and proportion of children who attend preschool (United Nations OHCHR, 2012 , p. 93), Footnote 2 the share of household expenditure on education at the secondary or tertiary level, and the proportion of fully qualified teachers (United Nations OHCHR, 2012 , p. 93). In addition, States Parties are advised to formulate and implement national plans of action that address all elements of Article 28 and establish goals, timetables, and benchmarks. Plans should include appropriate legislative and administrative measures, for example, establishing the right to compulsory education, ensuring school leaving age consistent with the minimum age of employment (Verheyde, 2005 ), and complaints mechanisms to address, for example, school exclusions, corporal punishment, and violence in schools.

Attribute Two: Education on the Basis of Equality of Opportunity

The principle of non-discrimination and equal opportunity relating to the right to education is well-established in international human rights law and is affirmed in Article 28 of the Convention. States Parties must ensure that no child is discriminated against directly or indirectly in either the public or private sphere of education on any of the prohibited grounds elaborated in Article 2 (UN Committee on Economic, Social and Cultural Rights, 2009 ). However, it is not only permitted but also required that States Parties adopt special measures to ensure equality of access to groups of children vulnerable to unequal access to and opportunity in education (Courtis and Tobin, 2019 , p. 1077). Such measures must not result in unequal standards for different groups or continue after the objectives for which they were established have been achieved. The Committee on the Rights of Persons with Disabilities has insisted that the right to non-discrimination and education on the basis of equality includes the right not to be segregated and to be provided with reasonable accommodation and accessible learning environments ( 2016 , para. 13). The Committee on the Rights of the Child has consistently affirmed this approach ( 2019 , para. 43 (c)).

In order to monitor compliance with this obligation, States Parties must monitor relevant policies, institutions, programmes, and spending patterns to identify evidence of discrimination (UN Committee on Economic, Social and Cultural Rights, 1999 , para. 37). Data should be collected to identify any differences in access to primary or secondary education on the basis of race, colour, sex, language, religion, national, ethnic or social origin, disability, birth or other analogous status including parental circumstances, maltreatment, and cultural resistance (UN Committee on the Rights of the Child, 2006b , para. 77 (g), 2013a , para. 52 (d), 53 (f); Verheyde, 2005 ).

Where discrimination is identified, measures are required to combat the problem and prevent recurrence. Article 28 demands measures to address inequalities leading to poor attendance and early drop-out rates among some groups of children, including those in nomadic and migrant families, as a consequence of poverty, or those supporting the family through paid work or taking care of siblings and household chores (UN Committee on the Rights of the Child, 2012e ). The Committee has suggested a range of potential measures to be adopted by States Parties to promote greater equality of access and improved attendance, including:

scholarships

financial subsidies

flexible educational arrangements

enhanced provision in rural areas

affirmative action programmes

provision of free early childhood education ( 2013b ) Footnote 3

transportation, health and nutrition services, to facilitate attendance for children living in poverty (Verheyde, 2005 ) Footnote 4

alternative education programmes for children having difficulty in regular systems (including those living in remote communities) (Verheyde, 2005 )

providing educational and vocational information and guidance (Verheyde, 2005 ).

Attribute Three: School Discipline Consistent with Human Dignity

Article 28, paragraph 2, constitutes an important innovation in respect of the right to education. It demands that any school discipline must be administered in a manner consistent with the child’s dignity and in conformity with all other rights in the Convention. This requires that discipline must never violate the child’s best interests, the right to non-discrimination, or the right to be heard. Furthermore, it must not violate, for example, the right to protection from all forms of violence or cruel, inhuman, degrading treatment, or, indeed, the rights to play and recreation, to health, cultural expression or freedom of religion.

The Committee has elaborated some specific forms of punishment that can never be justified as legitimate. These include any form of corporal punishment in which ‘physical force is used and intended to cause some degree of pain or discomfort’ (UN Committee on the Rights of the Child, 2007c , para. 11). The Committee has also been uncompromising on the suggestion that some forms of corporal punishment can be tolerated if ‘reasonable’ or ‘moderate,’ asserting that such practices can never be justified as they conflict with the child’s dignity and right to physical integrity ( 2007c , para. 26). In addition, the Committee insists that punishments that serve to humiliate, denigrate, frighten or ridicule the child must never be used ( 2007c , para. 11).

Paragraph 2, which requires that States Parties take all appropriate measures, demands immediate and comprehensive action to address school discipline. The Committee has emphasised that States Parties must undertake legislative, administrative, social, and educational measures to eliminate degrading forms of punishment in both public and private schools. Furthermore, it has stressed that this is an immediate and unqualified obligation, not subject to progressive realisation ( 2007c , para. 22). It has suggested a range of practical measures to support positive discipline in schools including awareness raising campaigns, training of teachers, and the participation of children in the design and development of school discipline policies. Footnote 5

Attribute Four: International Cooperation

Paragraph 3 of Article 28 recognises the positive value of cooperation and information sharing between States Parties. Although Article 4 imposes a general obligation with respect to international cooperation, its inclusion in Article 28 highlights its specific importance in the context of education, a priority also reflected in the Jomtien Declaration on Education for All (Courtis and Tobin, 2019 , p. 1110; World Conference on Education for All, 1990 , para. 10 (1) (2)).

No specific form of assistance is mandated by paragraph 3. The obligation is to promote and encourage cooperation, which implies that all reasonable efforts are undertaken within the scope of available resources (Tobin, 2012 , pp. 330–331). It is assumed that developed states must carry a greater burden in seeking global implementation of children’s right to education (UN Committee on Economic, Social and Cultural Rights, 1991 General Comment no. 3, pp. 83-87). However, the Committee on the Rights of the Child has emphasised that states that are recipients of international aid also have an obligation to use such support effectively and efficiently ( 2002d , paras. 15–16, 2003 , para. 60 (b)).

The focus of aid elaborated in paragraph 3 is to eliminate ignorance and illiteracy and to facilitate access to scientific and technical knowledge and modern teaching methods. However, in any programme of assistance, it is imperative that account is taken of the ‘needs of developing countries’ and to ensure that it is developed in consultation with and is sensitive to social and cultural characteristics or context of any given state (Courtis and Tobin, 2019 , p. 1114). For example, children affected by emergencies including natural disasters and conflicts, commonly experience disrupted access to education, or no education at all (UN Committee on the Rights of the Child, 2007d ). When needed, States Parties must request and be provided with assistance from wealthier countries to ensure the right to education (UN Committee on the Rights of the Child, 2016b ). Its provision should be seen as a humanitarian relief measure with sufficient resources allocated to assure that education continues for children in such emergency situations (UN Committee on the Rights of the Child, 2007d ).

See, for example, concluding observations for Vietnam ( 2012a , para. 67 (b)) and Turkey ( 2012b , para. 59 (e)).

The UN Statistical Services Branch survey summarized in Leaving No One Behind (United Nations OHCHR, 2018 ) may serve as a useful guide for the collection of disaggregated data.

For additional recommendations, see ‘The Right to education’ (Courtis and Tobin, 2019 , p. 1079).

The Committee has also suggested the development of national strategies to address the high dropout rate of minority children. See, for example, concluding observations to Canada ( 2012f , para. 70 (b)) and Ecuador ( 2017b , para. 37 (a)).

See, for example, General Comment no. 8 (UN Committee on the Rights of the Child, 2007c , paras. 45–46); concluding observations for Turkey ( 2012b , para. 59 (d)), Hungary ( 2006c , para. 55), and United Kingdom and Northern Ireland ( 2002c , para. 48 (a)).

Courtis, C., & Tobin, J. (2019). Article 28: The right to education. In J. Tobin (Ed.), The UN convention on the rights of the child: A commentary (pp. 1056–1115). Oxford University Press.

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Lansdown, G., Vaghri, Z. (2022). Article 28: The Right to Education. In: Vaghri, Z., Zermatten, J., Lansdown, G., Ruggiero, R. (eds) Monitoring State Compliance with the UN Convention on the Rights of the Child. Children’s Well-Being: Indicators and Research, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-84647-3_26

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Essay on Right to Education

Students are often asked to write an essay on Right to Education 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.

Let’s take a look…

100 Words Essay on Right to Education

Introduction.

Education is a fundamental human right. It empowers individuals, opens doors to opportunities, and promotes equality.

Importance of Education

Education is vital for personal and societal growth. It fosters critical thinking, and shapes our understanding of the world.

Right to Education

The Right to Education ensures everyone can access quality education. It’s a global commitment to eliminate inequality in education.

Education is a powerful tool that can transform lives. The Right to Education is crucial to ensure no one is left behind.

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250 Words Essay on Right to Education

Education is a fundamental human right, recognized by the United Nations’ Universal Declaration of Human Rights. The right to education is not just about access to schooling; it encompasses the assurance of quality, relevant, and inclusive education.

The Importance of the Right to Education

The right to education is vital for personal and societal development. It empowers individuals, promotes critical thinking, and fosters innovation. Education is a potent tool for reducing poverty and inequality, enhancing health, and promoting sustainable development.

Challenges in Realizing the Right to Education

Despite its significance, the right to education is not universally upheld. Barriers such as poverty, discrimination, conflict, and inadequate public investment prevent many from accessing and benefiting from education. These challenges necessitate concerted efforts to ensure education for all.

The Role of Government and Society

Governments bear the primary responsibility for upholding the right to education. This includes ensuring adequate funding, implementing inclusive policies, and monitoring education quality. However, society also plays a crucial role. Parents, educators, and communities can advocate for education rights and foster an environment conducive to learning.

The right to education is a cornerstone of human rights. Realizing this right requires overcoming barriers and fostering a collective commitment to education. As we navigate the complexities of the 21st century, ensuring the right to education for all is more critical than ever.

500 Words Essay on Right to Education

Education is a fundamental human right that plays a crucial role in the development of an individual and society at large. The Right to Education (RTE) refers to the legal entitlement that guarantees every child access to free, compulsory, and quality education. It is an essential right that fosters equality, promotes social inclusion, and drives economic growth.

The RTE is a cornerstone of human rights, largely because it is interlinked with other rights. It is a conduit for the realization of other human rights, such as the right to freedom of expression, right to information, and right to participate in cultural life. Education empowers individuals, equipping them with knowledge and skills that enable them to make informed decisions, thus fostering their ability to exercise other rights.

Moreover, education is an essential tool for achieving social and economic development. It equips individuals with the skills necessary for economic productivity, thus contributing to a country’s economic growth. Additionally, education promotes social inclusion by breaking down barriers that marginalize certain groups, fostering social cohesion and peace.

Challenges to the Right to Education

Despite the clear significance of the RTE, its actualization remains a challenge in many parts of the world. Socio-economic disparities, gender discrimination, armed conflicts, and inadequate resources are among the primary obstacles to the realization of this right.

In many low-income countries, the lack of adequate resources hampers the provision of quality education. This is often manifested in overcrowded classrooms, lack of teaching materials, and inadequate training for teachers. Such conditions compromise the quality of education, thus denying learners the full benefits of education.

Ensuring the Right to Education

The realization of the RTE requires concerted efforts from various stakeholders, including governments, non-governmental organizations, and the international community. Governments should prioritize education in their budget allocations to ensure the provision of quality education. They should also enact policies that promote inclusivity in education, ensuring that no child is left behind due to their socio-economic status, gender, or physical ability.

Non-governmental organizations and the international community also play a crucial role in actualizing the RTE. They can supplement government efforts by providing resources and advocating for policies that promote education. They can also hold governments accountable for their obligations towards the RTE, thus ensuring that the right is not violated.

The Right to Education is a fundamental human right that plays a pivotal role in individual and societal development. It is a catalyst for the realization of other human rights and a tool for social and economic development. However, its realization faces numerous challenges, including socio-economic disparities and inadequate resources. To actualize this right, there is a need for concerted efforts from various stakeholders, including governments, non-governmental organizations, and the international community.

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Persuasive Essay: The Right to Education

Introduction Within this essay I will provide sufficient logic and evidence to prove that education is a right that all people deserve. In the developed world it is a right that may be met with an actual education, but in other countries there is no formal education system and it is a shame those people are denied access to an education. This essay will prove that it is the right of all people to have a formal education.

Body There are some people that throw away their education. They are given the right to it, a right that was fought with the blood of their ancestors, and they throw it away because it is not fun and it is inconvenient. Their discarding of their education is no reason why the right should be revoked. Some people do not know a good thing when they have it, and their ignorance will only spread if people are denied the right to education. The right to an education should be present so that people can make a choice as to whether they exercise that right.

Bill Cosby has been criticized heavily for telling things the way they are. He was accused of turning his back on the black community because he said that black people have themselves to blame if things are going bad. One of his points was that a black person may call another person “white” in a derogatory fashion if he or she is caught studying. Yet, he also pointed out that a person fresh from Africa will go to a library and study for free if needs be, just so that he or she may have an education. As Bill Cosby points out, there are attitudes that make it appear as if the right to an education is a bad thing, but when you see the attitude of a person that comes from a country without a formal education system then it becomes obvious that the right to an education is a good thing.

Ignorance will only spread further if people are not shown how to make informed decisions. Education teaches people how to learn and conduct their own studies. It teaches people how to think critically and shows how the life choices of other people have led to bad situations. An education can teach all of this to a child so that the child need not live in ignorance all of his or her life.

There is the obvious conclusion that education is needed because people need an education to get a job. Though that is a good point, this essay also pointed out that the right to an education should not be denied because some people have it and turn their back on it. People have the right to an education, and choosing to exercise that right is up to them. There is also the fact that ignorance will spread and people will not develop into thinking adults without the benefit of education. Results based education systems may miss this point, but education can lead to a person learning how to think critically and learning how to make informed adult decisions.

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Your Right to Equality in Education

Getting an education isn’t just about books and grades – we’re also learning how to participate fully in the life of this nation. (We’re tomorrow’s leaders after all!)

But in order to really participate, we need to know our rights – otherwise we may lose them. The highest law in our land is the U.S. Constitution, which has some amendments, known as the Bill of Rights. The Bill of Rights guarantees that the government can never deprive people in the U.S. of certain fundamental rights including the right to freedom of religion and to free speech and the due process of law. Many federal and state laws give us additional rights, too.

The Bill of Rights applies to young people as well as adults. And what I’m going to do right here is tell you about EQUAL TREATMENT .

DO ALL KIDS HAVE THE RIGHT TO AN EQUAL EDUCATION?

Yes! All kids living in the United States have the right to a free public education. And the Constitution requires that all kids be given equal educational opportunity no matter what their race, ethnic background, religion, or sex, or whether they are rich or poor, citizen or non-citizen. Even if you are in this country illegally, you have the right to go to public school. The ACLU is fighting hard to make sure this right isn’t taken away.

In addition to this constitutional guarantee of an equal education, many federal, state and local laws also protect students against discrimination in education based on sexual orientation or disability, including pregnancy and HIV status.

In fact, even though some kids may complain about having to go to school, the right to an equal educational opportunity is one of the most valuable rights you have. The Supreme Court said this in the landmark Brown v. Board of Education case when it struck down race segregation in the public schools.

If you believe you or someone you know is being discriminated against in school, speak up! Talk to a teacher, the principal, the head of a community organization or a lawyer so they can investigate the situation and help you take legal action if necessary.

ARE TRACKING SYSTEMS LEGAL?

Yes, as long as they really do separate students on the basis of learning ability and as long as they give students the same basic education.

Many studies show, however, that the standards and tests school officials use in deciding on track placements are often based on racial and class prejudices and stereotypes instead of on real ability and learning potential. That means it’s often the white, middle-class kids who end up in the college prep classes, while poor and non-white students, and kids whose first language isn’t English, end up on “slow” tracks and in vocational-training classes. And often, the lower the track you’re on, the less you’re expected to learn – and the less you’re taught.

Even if you have low grades or nobody in your family ever went to college, if you want to go to college, you should demand the type of education you need to realize your dreams. And your guidance counselor should help you get it! Your local ACLU can tell you the details of how to go about challenging your track placement.

CAN STUDENTS BE TREATED DIFFERENTLY IN PUBLIC SCHOOL BASED ON THEIR SEX?

Almost never. Public schools may not have academic courses that are just for boys – like shop – or just for girls – like home economics. Both the Constitution and federal law require that boys and girls also be provided with equal athletic opportunities. Many courts have held, however, that separate teams for boys and girls are allowed as long as the school provides students of both sexes the chance to participate in the particular sport. Some courts have also held that boys and girls may always be separated in contact sports. The law is different in different states; you can call your local ACLU affiliate for information.

CAN GIRLS BE KICKED OUT OF SCHOOL IF THEY GET PREGNANT?

No. Federal law prohibits schools from discriminating against pregnant students or students who are married or have children. So, if you are pregnant, school officials can’t keep you from attending classes, graduation ceremonies, extracurricular activities or any other school activity except maybe a strenuous sport. Some schools have special classes for pregnant girls, but they cannot make you attend these if you would prefer to be in your regular classes.

CAN SCHOOLS DISCRIMINATE AGAINST GAY STUDENTS?

School officials shouldn’t be able to violate your rights just because they don’t like your sexual orientation. However, even though a few states and cities have passed laws against sexual orientation discrimination, public high schools have been slow to establish their own anti-bias codes – and they’re slow to respond to incidents of harassment and discrimination. So while in theory, you can take a same-sex date to the prom, join or help form a gay group at school or write an article about lesbian/gay issues for the school paper, in practice gay students often have to fight hard to have their rights respected.

WHAT ABOUT STUDENTS WITH DISABILITIES?

Although students with disabilities may not be capable of having exactly the same educational experiences as other students, federal law requires that they be provided with an education that is appropriate for them. What is an appropriate education must be worked out individually for each student. For example, a deaf student might be entitled to be provided with a sign language interpreter.

In addition to requiring that schools identify students with disabilities so that they can receive the special education they need in order to learn, federal law also provides procedures to make sure that students are not placed in special education classes when they are not disabled. If you believe you’re not receiving an appropriate education, either because you are not in special classes when you need to be, or because you are in special classes when you don’t need to be, call the ACLU!

And thanks to the Americans with Disabilities Act (ADA), students who are HIV positive have the same rights as every other student. People with HIV are protected against discrimination , not only in school but in many other public places such as stores, museums and hotels.

People with HIV aren’t a threat to anyone else’s health, because the AIDS virus can’t be spread through casual contact. That’s just a medical fact. Your local ACLU can provide information on how to fight discrimination against people with HIV.

CAN I GO TO PUBLIC SCHOOL IF I DON’T SPEAK ENGLISH?

Yes. It is the job of the public schools to teach you to speak English and to provide you with a good education in other subjects while you are learning. Students who do not speak English have the right to require the school district to provide them with bilingual education or English language instruction or both.

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” –Title IX, Education Amendments of 1972

We spend a big part of our life in school, and our voices count. Join the student government! Attend school meetings! Petition your school administration! Talk about your rights with your friends! Let’s make a difference!

Produced by the ACLU Department of Public Education. 125 Broad Street, NY NY 10004. For more copies of this or any other Sybil Liberty paper, or to order the ACLU handbook The Rights of Students or other student-related publications, call 800-775-ACLU or visit us on the internet at https://www.aclu.org .

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Right to Education Act (RTE) - Indian Polity Notes

The Right to Education Act (RTE) is important legislation that marks a watershed in the education system in India. With its enactment, the right to education has become a fundamental right in the country. In this article, you can read all about the RTE, its significance, provisions and challenges for the UPSC exam .

Read about important acts in India in the linked article.

Right to Education Act

The Act is completely titled “the Right of Children to Free and Compulsory Education Act” . It was passed by the Parliament in August 2009. When the Act came into force in 2010, India became one among 135 countries where education is a fundamental right of every child.

• “The State shall provide free and compulsory education to all children of 6 to 14 years in such manner as the State, may by law determine.”
• As per this, the right to education was made a fundamental right and removed from the list of Directive Principles of State Policy.
• The RTE is the consequential legislation envisaged under the 86th Amendment.
• The article incorporates the word “free” in its title. What it means is that no child (other than those admitted by his/her parents in a school not supported by the government) is liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education.
• This Act makes it obligatory on the part of the government to ensure admission, attendance and completion of elementary education by all children falling in the age bracket six to fourteen years.
• Essentially, this Act ensures free elementary education to all children in the economically weaker sections of society.

A few important articles that a candidate must read to cover the notes on the topic, ‘Education,’ comprehensively are linked below:

RTE Provisions

The provisions of the RTE Act are briefly described below. The Act provides for:

• The right of free and compulsory education to children until they complete their elementary education in a school in the neighbourhood.
• The Act makes it clear that ‘compulsory education’ implies that it is an obligation on the part of the government to ensure the admission, attendance and completion of elementary education of children between the ages of six and fourteen. The word ‘free’ indicates that no charge is payable by the child which may prevent him/her from completing such education.
• The Act provides for the admission of a non-admitted child to a class of his/her appropriate age.
• It mentions the duties of the respective governments, the local authorities and parents in ensuring the education of a child. It also specifies the sharing of the financial burden between the central and the state governments.
• It specifies standards and norms for Pupil Teacher Ratios (PTR), infrastructure and buildings, working days of the school and for the teachers.
• It also says there should be no urban-rural imbalance in teacher postings. The Act also provides for the prohibition of the employment of teachers for non-educational work, other than census, elections and disaster relief work.
• The Act provides that the teachers appointed should be appropriately trained and qualified.
• Mental harassment and physical punishment.
• Screening procedures for the admission of children.
• Capitation fees.
• Private tuition by the teachers.
• Running schools with no recognition.
• The Act envisages that the curriculum should be developed in coherence with the values enshrined in the Indian Constitution, and that which would take care of the all-round development of the child. The curriculum should build on the knowledge of the child, on his/her potentiality and talents, help make the child free of trauma, fear and anxiety via a system that is both child-centric and child-friendly.

Significance of RTE

With the passing of the Right to Education Act, India has moved to a rights-based approach towards implementing education for all. This Act casts a legal obligation on the state and central governments to execute the fundamental rights of a child (as per Article 21 A of the Constitution). 

• The Act lays down specific standards for the student-teacher ratio, which is a very important concept in providing quality education.
• It also talks about providing separate toilet facilities for girls and boys, having adequate standards for classroom conditions, drinking water facilities, etc.
• The stress on avoiding the urban-rural imbalance in teachers’ posting is important as there is a big gap in the quality and numbers regarding education in the villages compared to the urban areas in the country.
• The Act provides for zero tolerance against the harassment and discrimination of children. The prohibition of screening procedures for admission ensures that there would be no discrimination of children on the basis of caste, religion, gender, etc.
• The Act also mandates that no kid is detained until class 8. It introduced the Continuous Comprehensive Evaluation (CCE) system in 2009 to have grade-appropriate learning outcomes in schools.
• The Act also provides for the formation of a School Management Committee (SMC) in every school in order to promote participatory democracy and governance in all elementary schools. These committees have the authority to monitor the school’s functioning and prepare developmental plans for it.
• The Act is justiciable and has a Grievance Redressal mechanism that permits people to take action when the provisions of the Act are not complied with.
• This provision is included in Section 12(1)(c) of the RTE Act. All schools (private, unaided, aided or special category) must reserve 25% of their seats at the entry level for students from the Economically Weaker Sections (EWS) and disadvantaged groups.
• When the rough version of the Act was drafted in 2005, there was a lot of outcry in the country against this large percentage of seats being reserved for the underprivileged. However, the framers of the draft stood their ground and were able to justify the 25% reservation in private schools.
• This provision is a far-reaching move and perhaps the most important step in so far as inclusive education is concerned.
• This provision seeks to achieve social integration.
• The loss incurred by the schools as a result of this would be reimbursed by the central government.
• The Act has increased enrolment in the upper primary level (Class 6-8) between 2009 and 2016 by 19.4%.
• In rural areas, in 2016, only 3.3% of children in the 6 – 14 years bracket were out of school.

Criticism of RTE Act

Even though the RTE Act is a step in the right direction towards the achievement of making education truly free and compulsory in India, it has met with several criticisms. Some of the criticisms are given below:

• The Act was drafted hastily without much thought or consultation being given to the quality of education imparted.
• Children below 6 years are not covered under the Act.
• Many of the schemes under the Act have been compared to the previous schemes on education such as the Sarva Shiksha Abhiyan, and have been plagued with corruption charges and inefficiency.
• At the time of admissions, many documents such as birth certificate, BPL certificate, etc. are required. This move seems to have left out orphans from being beneficiaries of the Act.
• There have been implementational hurdles in the 25% reservation of seats for EWS and others in private schools. Some of the challenges in this regard are discriminatory behaviour towards parents and difficulties experienced by students to fit in with a different socio-cultural milieu.
• In case a student fails in the annual exam, he/she is given extra training and made to appear for a re-exam. If this re-exam is not passed, the student can be detained in the class. 
• This amendment was made after many states complained that without regular exams, the learning levels of children could not be evaluated effectively. 
• The states which were against this amendment were six states with higher learning outcomes due to their effective implementation of the CCE system as mandated in the Act. (The six states were Andhra Pradesh, Karnataka, Kerala, Goa, Telangana and Maharashtra.)
• It has been found that many states find it difficult to move to the CCE system of assessment. This is chiefly due to a lack of teachers’ training and orientation.
• Another criticism levelled against the Act is that instead of increasing the standards and outcomes of the public education system in India, it passes the buck to private schools with some respect.

Making the right to education a fundamental right took more than 6 decades after independence. Now, the government and all stakeholders should focus on the quality of education, and gradually move towards having a single educational system and platform across the country for all sections of society to foster equality, inclusion, and unity.

Kickstart your UPSC 2024   Preparation today!

Right to Education Act (RTE) – Indian Polity:- Download PDF Here

UPSC Questions related to the Right to Education Act (RTE)

What are the basic features of right to education act.

Some of the basic features of the RTE are:

• Free and compulsory education for all children in the age group 6 to 14.
• There will not be any detention or examination until elementary education is completed. However, there has been an amendment to this (as mentioned above in the criticisms of the Act).
• This makes providing education a legal obligation of the governments.
• It also makes it mandatory for all private schools to reserve 25% of their seats for the EWS and disadvantaged groups.

What is the age limit for RTE?

All children between the ages of 6 and 14 have the right to free education under the provisions of the Act.

What is Article 21 of the Constitution?

Article 21 deals with the right to life and personal liberty. It is a fundamental right. To know more click on Right to Life (Article 21) – Indian Polity Notes .

What is the importance of the right to education?

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When I was a student, school choice benefited me and it will help Tennessee children too

Education freedom scholarships, with their decentralized approach, promotes a more nimble and responsive educational system than traditional public schools..

• Walter Blanks Jr. is a spokesperson for American Federation for Children and is a member of the Beacon Center of Tennessee Impact Board.

Gov. Bill Lee's bold proposal for  Education Freedom Scholarships  in Tennessee is a beacon of hope for parents, families, and education reformers, ushering in what would be the next evolution in the state's approach to learning and educational attainment.

The scholarships offer a groundbreaking alternative, empowering parents with the ability to tailor their children's education, while demonstrating a level of accountability that outshines traditional public schools.

During the governor’s State of the State,  Lee doubled down on his plan  to give parents and students the opportunity and access to choose the best school that works for their own personal needs.

Lee stated, “The premise behind education freedom, and the one thing that most all of us agree upon, is that parents know what’s best for their child’s education.”

Lee then went on to say, “There are thousands of parents in the state who know their student would thrive in a different setting, but the financial barrier is simply too high. It’s time that we change that. It’s time that parents get to decide — and not the government — where their child goes to school and what they learn.”  

While the battle for school choice rages on, it’s extremely important not to forget the students who would actually benefit from such a program.

School choice benefited me and my family

Growing up in Ohio,  school choice became my lifeline , rescuing me from the clutches of a failing educational system.

The traditional public school I attended was struggling to provide quality education, leaving me disheartened and uninspired. The principal of the school told my mother, “If you give us five years, we will have the middle school and the high school turned around.”

My mother responded with, “In five years, Walter will either be in jail or in a body bag.” When my family discovered the school choice program, it opened a world of possibilities. School choice was more than an alternative; it was a catalyst for change, sparking a transformative journey that continues to shape my life positively.

Since moving to Tennessee, I have quickly realized  the education outcomes  in the state are not where they should be, and many families could benefit from similar programs that are being passed across the country.

Existing education choice programs across the nation have demonstrated impressive accountability mechanisms. By allowing parents to use allocated funds for various educational expenses, such as private school tuition, tutoring, or educational materials, choice programs like Education Freedom Scholarships promote a dynamic and tailored approach to learning. 

More: Gov. Bill Lee delivers State of the State to Tennessee General Assembly

Public schools, while essential, often face bureaucratic challenges that can hinder adaptability and responsiveness.

In 2023, the state of Tennessee spent roughly $10 billion dollars on public schools with very little (if any) accountability to parents and students. In Nashville,  roughly 30%  of third grade students are proficient (or considered “on track”). Within the public school system, families without the resources to change schools are left with empty promises, little improvements, and ultimately, no other option.

Education Freedom Scholarships, with their decentralized approach, promotes a more nimble and responsive educational system. This agility allows for quicker adjustments to address the evolving needs of students, ultimately better preparing the next generation for the challenges it will face.

Gov. Bill Lee's Education Freedom Scholarship proposal offers hope for Tennessee's education system, fostering innovation and unlocking its full potential. By prioritizing students' interests, the state can deliver quality education, ensuring a brighter future and a more adaptable model. It's time for Tennessee to embrace this opportunity, ushering in an era of empowerment and accountability in education.

Walter Blanks Jr. is a spokesperson for American Federation for Children and a beneficiary of a private school choice program, driven by a lifelong commitment to improving educational access. Blanks is a member of the Beacon Center of Tennessee Impact Board.

Teaching Philosophy

Ai generator.

Teaching philosophy is grounded in one’s beliefs, core values , and views on teaching , learning , and action plan for educators . Whether you adhere to a single approach or adapt over time, understanding diverse perspectives on teaching philosophy is invaluable. This article explores various teaching philosophies, offering insights into how different educators approach their practice, and highlighting the importance of reflecting on and articulating one’s own teaching philosophy. By examining these different views, teachers can gain a broader understanding of effective teaching strategies and the underlying principles that guide them.

What is Teaching Philosophy?

A teaching philosophy statement in simple terms is principle-based mainly on how a person views teaching. Teaching philosophy statements are written documents that describe  personal values , professional values, personal beliefs, and personal and professional views. This is regarding both teaching and learning.

Teaching Philosophy Statement Examples

1. student-centered learning.

“I believe that education should be student-centered, focusing on each student’s unique learning style and strengths. My goal is to create a classroom environment where students feel valued and motivated to engage deeply with the material.”

2. Active Learning

“My teaching philosophy is rooted in active learning. I strive to create interactive lessons that encourage students to participate, ask questions, and collaborate with their peers. This approach helps students develop critical thinking skills and retain information more effectively.”

3. Inclusive Education

“I am committed to creating an inclusive classroom where all students feel welcome and supported. I use diverse teaching strategies to accommodate different learning needs and ensure that every student has the opportunity to succeed.”

4. Growth Mindset

“I believe in fostering a growth mindset in my students. I encourage them to view challenges as opportunities for growth and to persist in the face of difficulties. By promoting a positive attitude towards learning, I help students build resilience and confidence.”

5. Real-World Connections

“My teaching philosophy emphasizes the importance of connecting classroom learning to real-world experiences. I incorporate practical examples and hands-on activities to help students see the relevance of what they are learning and apply it to their lives.”

6. Collaborative Learning

“I believe that learning is a social process. I create a collaborative classroom environment where students work together on projects, share ideas, and learn from each other. This approach not only enhances their understanding but also develops their communication and teamwork skills.”

7. Critical Thinking

“My goal as a teacher is to develop my students’ critical thinking skills. I encourage them to question assumptions, analyze information, and consider multiple perspectives. By fostering a critical mindset, I prepare students to become thoughtful and informed citizens.”

8. Reflective Practice

“I believe that reflection is a key component of learning. I regularly ask my students to reflect on their learning experiences, set goals, and identify areas for improvement. This practice helps them take ownership of their education and become self-directed learners.”

9. Technology Integration

“I integrate technology into my teaching to enhance student learning and engagement. I use a variety of digital tools and resources to create interactive lessons, provide immediate feedback, and facilitate collaboration. Technology also allows me to differentiate instruction and meet the diverse needs of my students.”

10. Culturally Responsive Teaching

“I am dedicated to culturally responsive teaching. I incorporate diverse perspectives into my curriculum and create a classroom environment that respects and values cultural differences. By doing so, I help students develop a deeper understanding of the world and prepare them to thrive in a multicultural society.”

11. Hands-On Learning

“I believe in the power of hands-on learning. I design lessons that involve experiments, projects, and real-life applications to make learning more engaging and meaningful. This approach helps students develop practical skills and a deeper understanding of the subject matter.”

12. Lifelong Learning

“I aim to instill a love of learning in my students. I encourage curiosity, exploration, and a willingness to take risks. By modeling a passion for learning myself, I inspire students to become lifelong learners who continuously seek knowledge and personal growth.”

13. Supportive Environment

“My teaching philosophy centers on creating a supportive and nurturing classroom environment. I build strong relationships with my students, provide emotional support, and create a safe space where they feel comfortable taking risks and expressing themselves.”

14. Interdisciplinary Approach

“I believe in an interdisciplinary approach to teaching. I connect concepts from different subjects to help students see the interconnectedness of knowledge. This approach not only broadens their understanding but also encourages them to think critically and creatively.”

15. Assessment for Learning

“I use assessment as a tool for learning rather than just a measure of performance. I provide regular, formative feedback to help students understand their progress and identify areas for improvement. This approach encourages a growth mindset and helps students take charge of their learning.

Teaching Philosophy Examples for Elementary

Example 1: student-centered learning.

My teaching philosophy centers around the belief that each child is unique and learns in their own way. I strive to create a classroom environment where students feel safe, valued, and empowered to explore their interests and strengths. By incorporating hands-on activities, collaborative projects, and individualized instruction, I aim to foster a love of learning and encourage critical thinking. I believe in the importance of building strong relationships with my students and their families to support their educational journey and help them reach their full potential.

Example 2: Holistic Development

I believe in nurturing the whole child, focusing not only on academic growth but also on social, emotional, and physical development. My classroom is a place where children learn to respect themselves and others, develop resilience, and become responsible citizens. I integrate social-emotional learning into my curriculum and provide opportunities for students to practice empathy, cooperation, and problem-solving skills. By creating a supportive and inclusive classroom community, I aim to help students develop a strong sense of self and a lifelong love of learning.

Example 3: Inquiry-Based Learning

My teaching philosophy is grounded in the principles of inquiry-based learning. I encourage students to ask questions, explore, and engage with the material in a meaningful way. By designing lessons that are open-ended and student-driven, I aim to cultivate curiosity and a deeper understanding of the subject matter. I believe that when students are active participants in their learning, they develop critical thinking skills and a sense of ownership over their education. My goal is to create a classroom where students feel confident to take risks, make mistakes, and learn from them.

Example 4: Inclusive Education

I believe that every child deserves an education that meets their individual needs and respects their unique background and experiences. My teaching philosophy emphasizes the importance of inclusive education, where all students, regardless of their abilities or differences, are welcomed and supported. I use differentiated instruction, assistive technology, and collaborative teaching strategies to ensure that every student can access the curriculum and achieve success. By fostering a culture of acceptance and diversity, I aim to help students develop a positive self-image and an appreciation for the differences in others.

Example 5: Constructivist Approach

I subscribe to a constructivist approach to teaching, where students build their own understanding and knowledge through experiences and reflections. I see my role as a facilitator, guiding students as they construct meaning and make connections between new information and their prior knowledge. My classroom is a dynamic environment where students are encouraged to experiment, discuss, and collaborate. Through project-based learning and real-world applications, I aim to make learning relevant and engaging, helping students to see the value and purpose of their education.

Example 6: Growth Mindset

My teaching philosophy is inspired by the concept of a growth mindset, the belief that abilities and intelligence can be developed through dedication and hard work. I strive to instill this mindset in my students by creating a positive and encouraging classroom atmosphere. I celebrate effort, perseverance, and improvement, and I help students understand that mistakes are an essential part of the learning process. By setting high expectations and providing the support needed to meet them, I aim to help students develop resilience, confidence, and a lifelong love of learning.

Example 1: Holistic Development

Philosophy Statement: I believe that education should foster the holistic development of students, addressing their intellectual, emotional, social, and ethical growth. My teaching aims to create a supportive and nurturing environment where students can develop critical thinking skills, emotional intelligence, and a strong sense of ethics.

Implementation:

• Integrated Curriculum: I design my curriculum to include elements that promote not just academic learning but also personal growth, such as ethical discussions, emotional regulation strategies, and social skills development.
• Mentorship: I view my role as a mentor who guides students not just academically but also in their personal development, offering advice and support on a range of issues.
• Community Engagement: I incorporate service-learning projects that encourage students to engage with and contribute to their communities, fostering a sense of social responsibility and ethical awareness.

Example 2: Culturally Responsive Teaching

Philosophy Statement: I believe that culturally responsive teaching is essential in today’s diverse educational landscape. My goal is to create an inclusive learning environment that respects and values the diverse cultural backgrounds of my students, integrating their experiences and perspectives into the learning process.

• Diverse Content: I include diverse voices and perspectives in my curriculum, ensuring that students see themselves reflected in the course material and learn about cultures different from their own.
• Inclusive Pedagogy: I use teaching methods that are inclusive and adaptable to different cultural contexts, such as storytelling, collaborative learning, and culturally relevant examples.
• Student Voice: I encourage students to share their cultural experiences and perspectives in class discussions and assignments, fostering a richer and more inclusive learning environment.

Example 3: Research-Driven Instruction

Philosophy Statement: I believe that integrating research into the teaching process enhances learning by encouraging students to engage deeply with the subject matter and develop critical thinking skills. My approach emphasizes the importance of research and evidence-based learning.

• Research Projects: I design assignments that require students to conduct their own research, analyze data, and present their findings. This helps them develop essential skills in inquiry and analysis.
• Evidence-Based Teaching: I base my teaching strategies on current educational research, continuously updating my methods to incorporate the latest findings in pedagogy.
• Research Mentorship: I mentor students in their research projects, providing guidance and support throughout the research process, from formulating questions to presenting results.

Example 4: Lifelong Learning and Adaptability

Philosophy Statement: I believe that education should prepare students for lifelong learning and adaptability in an ever-changing world. My teaching philosophy focuses on equipping students with the skills and mindset needed to continuously learn, adapt, and thrive in their personal and professional lives.

• Skill Development: I emphasize the development of transferable skills such as critical thinking, problem-solving, and effective communication that students can apply in various contexts.
• Adaptability: I incorporate flexible and adaptive learning activities that encourage students to embrace change and uncertainty, preparing them for the dynamic nature of the modern world.
• Continuous Improvement: I model a commitment to lifelong learning by continuously seeking professional development opportunities and staying current with advancements in my field.

Example 5: Reflective Practice

Philosophy Statement: I believe that reflective practice is key to effective learning and teaching. By encouraging students to reflect on their experiences and learning processes, I help them develop self-awareness and a deeper understanding of the material.

• Reflective Assignments: I include assignments that require students to reflect on their learning experiences, such as reflective journals, self-assessments, and reflective essays.
• Feedback Loops: I provide regular, constructive feedback and encourage students to reflect on this feedback and use it to improve their performance.
• Metacognitive Strategies: I teach metacognitive strategies that help students become more aware of their learning processes and develop skills to monitor and regulate their own learning.

Example 6: Problem-Based Learning

Philosophy Statement: I believe that problem-based learning (PBL) is an effective way to engage students and develop their critical thinking and problem-solving skills. By presenting students with real-world problems, I encourage them to apply their knowledge and skills in meaningful ways.

• Real-World Problems: I design course activities and assignments around real-world problems that are relevant to the course content, encouraging students to apply what they have learned in practical contexts.
• Collaborative Learning: I use group work and collaborative projects as a key component of PBL, helping students learn to work effectively with others and leverage diverse perspectives.
• Facilitative Teaching: I take on the role of a facilitator, guiding students through the problem-solving process and providing support and resources as needed, rather than simply delivering information.

Teaching Philosophy Examples for Higher Education

Teaching philosophy examples for high school, example 1: growth mindset and resilience.

Teaching Philosophy:

I believe that fostering a growth mindset is crucial for students’ academic and personal development. In my classroom, I emphasize the value of effort, perseverance, and learning from mistakes. I create a supportive environment where students are encouraged to take risks and view challenges as opportunities to grow. By modeling resilience and a positive attitude towards learning, I help students build the confidence and grit necessary to overcome obstacles and achieve their goals.

Example 2: Real-World Connections

Education should connect students to the real world, making learning relevant and meaningful. I design my lessons to bridge the gap between classroom concepts and real-life applications. Through project-based learning, community involvement, and interdisciplinary approaches, I aim to show students the practical significance of their studies. This approach not only enhances engagement but also helps students develop critical thinking and problem-solving skills that are essential for their future careers and everyday lives.

Example 3: Collaborative Learning

Collaboration is a key component of effective learning. I believe that students learn best when they work together, share ideas, and support each other’s growth. In my classroom, I encourage group activities, peer tutoring, and cooperative projects. By fostering a collaborative learning environment, I help students develop communication, teamwork, and leadership skills. This not only enhances their academic performance but also prepares them for success in a collaborative world.

Example 4: Individualized Instruction

Every student is unique, with their own strengths, interests, and learning needs. My teaching philosophy revolves around individualized instruction, where I tailor my teaching strategies to meet the diverse needs of my students. By using formative assessments, differentiated instruction, and personalized feedback, I ensure that each student receives the support and challenge they need to thrive. My goal is to help every student reach their full potential and develop a lifelong love of learning.

Example 5: Integrating Arts and Creativity

Creativity and the arts play a vital role in education, enhancing students’ cognitive abilities and emotional well-being. I integrate arts and creative activities into my teaching to make learning more engaging and enjoyable. Whether through visual arts, music, drama, or creative writing, I encourage students to express themselves and explore their creativity. This approach not only enriches their learning experience but also helps them develop critical thinking, empathy, and a deeper appreciation for the world around them.

Teaching Philosophy Essay

Fostering a Growth Mindset

Central to my teaching philosophy is the concept of a growth mindset, as advocated by psychologist Carol Dweck. I believe that intelligence and abilities are not fixed traits but can be developed through dedication and hard work. This perspective is essential in encouraging students to embrace challenges, persist in the face of setbacks, and view effort as a pathway to mastery. To nurture a growth mindset, I emphasize the importance of effort, strategy, and progress over innate ability. I provide constructive feedback that focuses on specific strategies and behaviors, rather than labeling students’ abilities, and celebrate improvements and perseverance alongside achievements.

Creating an Inclusive and Supportive Classroom Environment

An inclusive and supportive classroom environment is vital for student engagement and success. I am committed to creating a space where all students feel valued, respected, and empowered to express their ideas and perspectives. This involves recognizing and addressing diverse learning needs, backgrounds, and experiences. I employ differentiated instruction strategies to cater to varied learning styles and provide multiple means of engagement, representation, and expression. By fostering a culture of mutual respect and collaboration, I encourage students to learn from one another and develop a sense of community and belonging.

Integrating Real-World Applications

Connecting classroom learning to real-world applications is crucial in making education relevant and meaningful. I strive to bridge the gap between theoretical knowledge and practical experience by incorporating real-life examples, case studies, and problem-solving activities into my lessons. This approach not only enhances students’ understanding and retention of concepts but also equips them with critical thinking and problem-solving skills essential for their future endeavors. By demonstrating the practical implications of academic content, I aim to inspire students to see the value and relevance of their education beyond the classroom.

Reflective Practice and Continuous Improvement

As an educator, I am committed to reflective practice and continuous improvement. I regularly assess and refine my teaching methods based on feedback from students, colleagues, and self-reflection. I stay informed about current educational research and best practices and seek professional development opportunities to enhance my skills and knowledge. By modeling a commitment to lifelong learning, I aim to inspire my students to adopt a similar mindset.

In conclusion, my teaching philosophy is grounded in the belief that every student has the potential to succeed when provided with a supportive, inclusive, and engaging learning environment. By fostering a growth mindset, creating a sense of community, integrating real-world applications, and continuously reflecting on and improving my practice, I strive to empower my students to become confident, curious, and capable learners. Education is not merely about imparting knowledge but about inspiring a lifelong love of learning and equipping students with the skills and mindset needed to navigate and contribute to an ever-changing world.

How to Write a Teaching Philosophy?

1. reflect on your beliefs about teaching and learning.

Consider what you believe about:

• The purpose of education.
• How students learn best.
• The role of a teacher in the learning process.
• The most important outcomes of education.

2. Identify Your Teaching Methods

Think about the strategies and techniques you use or plan to use:

• How do you engage students?
• How do you assess student understanding and progress?
• What instructional methods do you prefer (e.g., lectures, group work, hands-on activities)?

3. Provide Examples

Use specific examples to illustrate your teaching methods and beliefs:

• Describe a successful lesson or activity.
• Share anecdotes or experiences that highlight your approach.
• Explain how you’ve adapted to meet the needs of diverse learners.

4. Discuss Your Goals for Students

What do you hope students gain from your teaching?

• Critical thinking skills .
• Subject-specific knowledge.
• Lifelong learning habits.

5. Explain How You Assess and Reflect on Your Teaching

How do you measure your effectiveness as a teacher?

• Student feedback.
• Self-reflection.
• Professional development activities.

6. Keep It Personal and Specific

Your teaching philosophy should reflect your unique approach and experiences. Avoid generic statements; instead, focus on what makes your teaching style distinctive.

7. Structure Your Statement

A well-organized teaching philosophy might include:

• Introduction : Brief overview of your teaching beliefs.
• Body : Detailed description of your teaching methods, goals, and examples.
• Conclusion : Summary of your teaching philosophy and its implications for your future practice.

8. Revise and Edit

• Ensure clarity and coherence.
• Seek feedback from colleagues or mentors.
• Revise for conciseness and impact.

Why teaching Philosophy is Important?

A teaching philosophy is important for several reasons, serving as a foundational element for educators. Here are key reasons why it’s important:

1. Clarifies Your Teaching Approach

• Articulates Beliefs : It helps you articulate your beliefs about education, learning, and teaching.
• Defines Methods : It clarifies the methods and strategies you use in the classroom.

2. Guides Professional Development

• Reflection : Writing a teaching philosophy encourages self-reflection on your teaching practices and experiences.
• Improvement : It highlights areas for professional growth and improvement.

3. Enhances Communication

• Transparency : It provides transparency to students, colleagues, and administrators about your approach to teaching.
• Expectations : It sets clear expectations for your students about what they can expect from you as an educator.

4. Supports Career Advancement

• Job Applications : A well-crafted teaching philosophy is often required in job applications for teaching positions.
• Promotion and Tenure : It can be a critical component of promotion and tenure dossiers in academic settings.

5. Improves Student Learning

• Consistency : A teaching philosophy helps maintain consistency in teaching practices, which can improve student learning outcomes.
• Alignment : It ensures that your teaching methods are aligned with your educational goals and objectives.

1. Teaching Philosophy Template

2. Teaching Philosophy Sample

3. Teaching Philosophy Statement

4. Components of Teaching Philosophy Statement

A teaching philosophy is a reflective statement outlining an educator’s beliefs, values, and practices about teaching and learning.

It guides instructional strategies, shapes classroom environment, and communicates teaching values to students and colleagues.

Reflect on your teaching beliefs, methods, and goals. Begin with a clear introduction stating your educational principles.

Typically, a teaching philosophy is 1-2 pages long, concisely covering key points.

It provides a consistent, thoughtful approach to teaching, enhancing student learning and engagement.

Yes, it evolves with new experiences, reflections, and educational advancements.

Yes, concrete examples illustrate your teaching practices and philosophy in action.

Revisit and update it annually or when significant teaching experiences occur.

Use it in job applications, tenure dossiers, and as a reflective tool for continuous improvement.

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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Initiative on the evolving right to education in a lifelong perspective

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In a rapidly changing world, where technology, globalization, climate threats, growing polarization, demographic and social dynamics are reshaping every aspect of our lives, education is undergoing a transformational journey. Education is no longer only confined to traditional classrooms and textbooks but has expanded to encompass lifelong and life-wide learning. 

The Initiative on the evolving right to education investigates how the right to education, as enshrined in international normative instruments, could be further reinforced to meet these evolving needs and address the twin crises of equity and relevance stated in Our Common Agenda Policy Brief 10: “Transforming Education” .  

As a contribution to the 75th anniversary of the Universal Declaration of Human Rights , and to mark the 63rd anniversary of the UNESCO Convention against Discrimination in Education , UNESCO, in partnership with the UN Special Rapporteur on the Right to Education, and the Office of the High Commissioner for Human Rights, is organizing a formal dialogue on this Initiative to discuss the findings to date, foster a global consultation, and explore the ways forward in addressing the twin crises through the normative framework on the right to education throughout life.   

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How To Stand Out In The Ivy League During Your Freshman Year

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This spring, many students felt the relief and exuberance that comes with an acceptance letter from one’s dream school. Many students attending Ivy League and other top universities are valedictorians and leaders in their high school communities; they excelled throughout their high school careers and graduated with the accolades to prove it. Yet, these students are often in for a rude awakening when they arrive on campus. Though they were exceptional at their high schools, they are a dime a dozen in the Ivy League. This realization can cause many students to feel imposter syndrome and wonder how they can stand out and make an impression on their professors and peers in such a competitive environment.

The more that students prepare themselves for this adjustment, the better. Standing out in college is a different endeavor than standing out in high school—it requires time, intentionality, and a willingness to be uncomfortable and challenge yourself. Most importantly, it takes practice, and if students seek to hone this skill from their first semester on campus, they will set themselves up for success for the next four years.

For students preparing for their first semester in college, here are five strategies to navigate the transition into the Ivy League with confidence, purpose, and distinction:

1. Make your voice heard in the classroom

At Ivy League and many other top schools, faculty-to-student ratios and class sizes tend to be small, allowing greater opportunity for you to establish yourself in the classroom and engage with your professors directly. Many students are weighed down by self-doubt and the desire to avoid making mistakes in their first semester, and as such, they are reluctant to raise their hands or offer their input. But one of the best ways to establish connections with professors is to use your voice in the classroom—college is about learning and growing, so don’t be afraid to get a question wrong or develop your ideas through conversation. Doing so will allow you to connect with others in class, build your intellectual skill set, and demonstrate your curiosity and earnest desire to learn.

2. Engage in activities outside of the classroom

Beyond academics, the Ivy League is known for vibrant opportunities to learn and connect with others outside of the classroom. Whether you're interested in student government, the performing arts, guest lectures, community service, or intramural athletics, there’s an opportunity to explore your passions. Join clubs and organizations that align with your interests and values, and consider taking on leadership roles to showcase your initiative and organizational skills. Engaging in extracurricular activities will not only enrich your college experience but also afford you the opportunity to get to know people outside of your major or residence hall.

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One of the most valuable assets you'll gain during your time in the Ivy League is your network of peers, professors, and mentors. Take the time to connect with your classmates and professors, attend faculty office hours, and engage in meaningful discussions. One of the best ways to build your network is to simply put yourself out there—a student’s college years are the prime opportunity to connect with even the most distinguished scholars in their field, as they not only likely have connections through their institution, but professors (even at other universities) are more likely to respond to students who reach out for their advice. If one knowledgeable person doesn’t respond or have the bandwidth to advise you on a particular project or query, move on to the next person on your list!

4. Pursue Research, Internship, and Study Abroad Opportunities

The Ivy League offers unparalleled access to research, internship, and study abroad opportunities that can complement your academic studies and expand your horizons. For instance, Harvard offers a multitude of distinguished research positions for undergraduates, ranging from thesis research to research assistantships. The University of Pennsylvania sent students to 48 countries through their study abroad offerings in the 2022-2023 academic year. Meanwhile, Princeton offers more than 400 programs in 140 countries through which students may study abroad. Whether conducting groundbreaking research in your field of study or gaining real-world experience through internships, the plethora of opportunities available to you at an Ivy League university will not only enhance your resume but also deepen your understanding of your chosen field and prepare you for future success.

5. Carve out your niche

Finally, just as high school is a time to hone your passions and demonstrate them in action in your community, college is a more rigorous opportunity to identify and make a name for yourself within a niche industry or discipline. The best way to begin doing so is to have conversations with professors, graduate students, and older students in your field. Ask them questions like: Where do you see the field expanding or moving in the next five years? What are the most significant recent developments in this profession/field? What subjects do you think have been largely unexplored? What advice would you give to emerging scholars in this discipline? While pursuing a subject of true interest to you is indeed important, it is also important to consider how you will contribute uniquely to your subject of interest, and thereby maximize your odds of success in the job market.

Finally, keep in mind that you can (and should) begin practicing these skills in high school. The more you engage in these activities, the more natural they will be when you are on campus at a top university.

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What Happens When Abusive Parents Keep Their Children

By Naomi Schaefer Riley

Ms. Riley is a senior fellow at the American Enterprise Institute and the author of “No Way to Treat a Child.”

In February 2023, Phoenix Castro was born in San Jose, Calif., suffering from neonatal opioid withdrawal after being exposed to fentanyl and methamphetamine in her mother’s womb.

Her mother was sent to jail and then ended up at a drug treatment facility. But her father, who had multiple drug arrests, was allowed to take the newborn to his San Jose apartment, even though a social worker had warned that the baby would be at “very high” risk if she was sent home. The county’s child protection agency had already removed the couple’s two older children because of neglect.

Three months later, Phoenix was dead from an overdose of fentanyl and methamphetamine.

The ensuing uproar, chronicled in detail by The Mercury News, focused on new efforts by the county to keep at-risk families together. In the past, children often would be removed from unsafe homes and placed in foster care, and newborns like Phoenix in all likelihood would not have been sent home.

Those policy changes led to a “ significant ” drop in removals of children from troubled homes in the San Jose area, according to the state’s social services agency. They reflected a larger shift in child welfare thinking nationwide that has upended the foster care system. Reducing the number of children placed in foster care has been hailed as an achievement. But leaving children in families with histories of abuse and neglect to avoid the trauma of removing them has had tragic results.

We need to ask whether avoiding foster care, seemingly at all costs — especially for children in families mired in violence, addiction or mental illness — is too often compromising their safety and welfare.

The use of foster care has been in decline even as more children are dying from abuse and neglect in their homes. In recent years, the number of children in foster care fell by nearly 16 percent while the fatality rate from abuse and neglect rose by almost 18 percent. Many factors were and are at work, among them caseworker inexperience, a lack of resources and the high bars for removing children from their homes that have been erected by child welfare agencies, policymakers and judges.

What is clear from a sampling of states that release fatality reports in a timely fashion is that we are seeing deaths of children in cases in which they had been allowed to remain in homes with records of violence, drug use and neglect.

In Minnesota, a children’s advocacy group’s study of 88 child fatalities in the state from 2014 to 2022 found that “many of these deaths were preventable” and were the result of a “child welfare philosophy which gave such high priority to the interests of parents and other adults in households, as well as to the goals of family preservation and reunification, that child safety and well-being were regularly compromised.”

The prioritization of family preservation has been advanced by states and the federal government and by the nation’s largest foundation focused on reducing the need for foster care, Casey Family Programs.

Three ideas seem to have guided the effort: the child welfare system is plagued by systemic racial bias, adults should not be punished for drug addiction, and a majority of children in the system are simply in need of financial support and social services.

This effort was bolstered in 2018 with the passage by Congress of the Family First Prevention Services Act , which enables states to use federal funds “to provide enhanced support to children and families and prevent foster care placements through the provision of mental health and substance abuse prevention and treatment services” and other programs.

The push certainly has been well-intentioned. There was a sense that child welfare authorities had overreacted to concerns about a crack baby epidemic in the 1980s. Mothers were arrested and babies and children taken away. The number of children in foster care more than doubled between 1985 and 2000. There was also deep concern — concern that persists — that Black children in particular were bearing the brunt of being removed from their homes and sent to foster care, which can cause its own upheaval for children.

In some states, the reductions in the number of children in foster care were drastic. But there are limits to how much those numbers can be reduced without putting children in grave danger.

In Santa Clara County, Calif., where Phoenix Castro died, an inquiry the previous year by the California Department of Social Services into the county’s child protection agency found “multiple” instances of “children placed into protective custody by law enforcement,” only to have the county agency “immediately” place “the children back in the care of the unsafe parent.” (In what appears to be an about-face by the county, The Mercury News reported that in the last two months of 2023, the number of children removed from their homes was triple the two-month average for the previous months of that year.)

In an email to Santa Clara County’s Department of Family and Children’s Services staff in 2021, explaining the new emphasis on keeping families together, the director at the time described the move as part of the county’s strong commitment “to racial justice and to healing the historical wounds underlying disproportionate representation of children of color in the child welfare system.”

As much as racial disparities in foster care are deeply troubling — Black children are twice as likely as white children to spend time in foster care — Black children also suffer fatalities from abuse and neglect at three times the rate of white children. Which means that policies intended to reduce disproportionality by reducing foster care may actually be resulting in more deaths of Black children.

Foster care is not a panacea. The trauma children suffer from suddenly being removed from their home and their siblings, to be placed in a strange home with a caregiver they don’t know, is well documented. But the alternative, allowing a child to remain in a dangerous home, should never be an alternative.

Naomi Schaefer Riley is a senior fellow at the American Enterprise Institute and the author of “No Way to Treat a Child.”

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The (AI) sky isn’t falling

Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence

Christopher R. Hallenbrook

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In January, the literary world was rocked by the news that novelist Rie Qudan had used ChatGPT to write 5 per cent of her novel that won Japan’s prestigious Akutagawa Prize. The consternation over this revelation mirrored the conversations that have been taking place in academia since ChatGPT was launched in late 2022. Discussions and academic essays since that time have consistently spoken of a new wave of cheating on campus, one we are powerless to prevent. 

While this reaction is understandable, I disagree with it. Students using AI to write their essays is a problem, but it isn’t a crisis. We have the tools to tackle the issue.

AI is easy to spot

In most cases AI writing can be easily recognised. If you ask multipart questions, as I do, ChatGPT defaults to using section headings for each component. When I grade a paper that has six section headings in a three- to five-page paper (something I have experienced), I see a red flag. ChatGPT’s vocabulary reinforces this impression. Its word choice does not align with how most undergraduates write. I’ve never seen a student call Publius a “collective pseudonym” in a paper about The Federalist Papers , but ChatGPT frequently does. AI is quick to discuss the “ethical foundations of governance”, “intrinsic equilibrium” and other terms that are rare in undergraduate writing if you haven’t used the terms in class. Certainly, some students do use such vocabulary. 

One must be careful and know one’s students. In-class discussions and short response papers can help you get a feel for how your students talk and write. Worst-case scenario, a one-to-one discussion of the paper with the student goes a long way. I’ve asked students to explain what they meant by a certain term. The answer “I don’t know” tells you what you need to know about whether or not they used AI. 

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Even when you can’t identify AI writing so readily, you will likely fail the paper on its merits anyway. I’ve found ChatGPT will frequently engage with the topic but will write around the question. The answer is related to what I asked about but doesn’t answer my question. By missing the question, making its points in brief and not using the textual evidence that I instruct students to include (but I don’t put that instruction in the question itself), ChatGPT produces an essay that omits the most essential elements that I grade on. So even if I miss that the essay was AI generated, I’m still going to give it a poor grade.

The summary is ‘dead and buried’

Careful consideration and structuring of essay prompts also reduce the risk of students getting AI-written work past you. A simple summary of concepts is easy for ChatGPT. Even deep questions of political theory have enough written on them for ChatGPT to rapidly produce a quality summary. Summaries were never the most pedagogically sound take-home essay assignment; now they are dead and buried. 

Creativity in how we ask students to analyse and apply concepts makes it much harder for ChatGPT to answer our questions. When I was an undergraduate student, my mentor framed all his questions as “in what manner and to what extent” can something be said to be true. That framework invites nuance, forces students to define their terms and can be used to create less-written-about topics. 

Similarly, when responding to prompts asking about theories of democratic representation, ChatGPT can effectively summarise the beliefs of Publius, the anti-federalist Brutus or Malcolm X on the nature of representation, but it struggles to answer: “Can Professor Hallenbrook properly represent Carson? Why or why not? Draw on the ideas of thinkers we have read in class to justify your answer.” In fact, it doesn’t always recognise that by “Carson”, I am referring to the city where I teach, not a person. By not specifying which thinkers, ChatGPT has to pick its own and in my practice runs with this prompt, it used almost exclusively thinkers I had not taught in my American political thought class.

Ask ChatGPT first, then set the essay topic

I select my phrasing after putting different versions of the question through ChatGPT. Running your prompt through ChatGPT before you assign it will both let you know if you’ve successfully created a question that the generative AI will struggle with and give you a feel for the tells in its approach that will let you know if a student tries to use it. I’d recommend running the prompt multiple times to see different versions of an AI answer and make note of the tells. It is a touch more prep time but totally worth it. After all, we should be continually re-examining our prompts anyway.

So, yes, ChatGPT is a potential problem. But it is not insurmountable. As with plagiarism, some uses may escape our detection. But through attention to detail and careful design of our assignments, we can make it harder for students to use ChatGPT to write their papers effectively and easier to spot it when they do.

Christopher R. Hallenbrook is assistant professor of political science and chair of the general education committee at California State University, Dominguez Hills.

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