thesis about lack of education

Lack Of Education Essay

Why is Lack of Education a global issue? Lack of education is a drastically big global issue which affects many lives. Lack of education causes multiple issues and it itself is a issue we cannot look over. The simple problem of not have education causes problems such as deficit for the community, an intolerant society, and it will create a cycle of poverty . Lack of education is a great contributor to problems in a community. It does not only affect the community, but it affects problems all around the world in a negative way. Having a poor educational system can also affect your very own community. First of all, schools are not cheap, as only one school (which fulfills the children 's needs) costs about 26.5 million dollars. That is …show more content…

There are mostly no educated people to run the community because of the lack of schools and people who will rule the community will not be able to run properly because of no education. They will not be educated enough to benefit the community which will result in a corrupt society. The crime rate will be higher because there will be no proper laws. “Students would get disappointed when they got degrees without skills and had no hope to get jobs. She said that the causes of intolerance, disappointment and involvement of youth in crimes were unemployment and lack of financial resources.” (Dawn News)This proves that lack of education can cause crimes which will affect the community in a negative way. There will also be a less population in the community because people will want to leave at the corruption of the area. If there will be no educated rulers, there will never be a tolerant society. People will move out of the community but they will face more hardship, as they will not have a place to stay because they had to leave their only homes. It will result in all those people to be homeless and then they will also be victims of poverty. This will happen in all the developing countries with a lack of education. With all the uneducated people moving out, they will all migrate to developed countries for a better life. This will result in overpopulation in many countries like America, Canada, and so forth. Although

The Benefits Of Free Community College

They starve, or one person has to work multiple jobs just to keep the lights on. If those living in poverty can get an education, they can pull themselves out of those living conditions. They can find a job and earn an income, which is a key part to ending poverty. They can become self-sufficient and independent from outside aid. An education is an invaluable tool for anyone living in poverty

Summary Of Shame Of The Nation By Jonathan Kozol

In addition to that, there is a problem with the lack of necessary resource in a school. Whether this is seen in only a few schools or a lot, it is unacceptable and must be fixed. How can we expect these students to learn, work, and live on an equal playing field when they don’t even have books, while others have every resource you could ever want in a school? We have this idea of education being the panacea of world struggle, but is it really? When we have all these schools that are not fairly treated.

Poverty And Education In Mississippi

Poverty and education share a relationship with one another and in order to fix the problems associated with poverty the problems with education must first be addressed. Another way that economical factors play a role in education is the cost of college. Due to the high expenses that come with college, many families cannot afford to send their children to universities. This means students have to apply for loans, which can take years to pay off. By reducing the cost of tuition more students would be able to go to college.

College Admissions Essay: The Importance Of Education

I was born in Anderson, Indiana, the first child and only daughter to a northern Pennsylvania-bred father and a southern-Louisiana mother. My family, and specifically the backgrounds of my parents, has had a profound impact on the person I am today. From my father, I inherited a strong work ethic and a determination to accomplish whatever I set out to do. My father was a teacher for many years and he instilled in me the importance of education and life-long learning. As a result, I’m still taking college courses and always looking to learn new things.

Essay On Cultural Capital

Students who lack cultural capital have a harder time in school. They tend not do their homework and not to care. They also have a hard time speaking up. Students who live in these poorer communities tend not to have very schools. For example their schools do not have a lot of resources, they do not get a lot of funding and the students tests scores are lower than average.

My Relationship With Literacy Essay

My relationship with literacy has been a journey all on its own. From learning how to sound out letters and words, to reading my first sentence , I have developed quite a valuable foundation and platform, that will eventually guide me to success. I have had the pleasure of experiencing a love that just continues to blossom. A love that will never fail, nor will I fail it. This love that I speak of is my passion for reading, writing and literacy as a whole.

Education Should Be Free Essay

This eventually leads to illiterate society and unemployment. It is the responsibility of government to make the education free and affordable at all the levels of education. For a few people it might seem absurd to make such demand of free education at all the levels but being the citizen of the society, free education is the right. Every government is responsible for fulfilling the basic

Frederick Douglass Views On The Importance Of Education

In many countries living in extremely poor conditions, not only is basic health an issue but also the lack of education. Although it is a necessity, “more than 72 million children of primary education age are not in school and 759 million adults are illiterate” (Rights to Education 1). The deprivation of education should be taken serious if a change is wanted. People need to become aware of how important education is and the benefit that it has.

Essay On Failing Education System

Our educational system is failing us. The United States of America is supposed to be the “greatest” country in the world but statistics are showing that our government/educational system is failing us; children/young adults of the nation. Being a student of a middle ranked school in Arizona, I personally have had a first-hand feel for how good and/or bad teaching affects students. Just in high school I have had teachers that would just assign websites as our lesson and even teachers that sit at their desk for the whole hour; don’t even go over the mindset, homework, and maybe only show one problem so that we’ll know what the homework will be like. Until sophomore year I didn’t even know the differences between you’re, your, too, and to.

Satire About Poverty

The significance of education cannot be stated enough, which is an investment to a better future. Getting an education is one of the most powerful things a person can ever obtain. It is crucial to the overall development of the individual and the society as a whole. When individuals do not have the option of getting an education due to the cost of the schools as well as the lack of schools itself. For those living in poverty it can be difficult to earn the same amount of education as other people who are considered middle or high class.

Social Inequalities In Education Essay

Home assignment #3 Educational system reflect social inequalities. And my analysis include sociological conflict theory like a key. And economical factor that affect educational, professional and social progression. Social conflict theory sees social life as a competition and focuses on the distribution of resources, power, and inequality. Social conflict theory is a macro-oriented paradigm in sociology that views society as an arena of inequality that generates conflict and social change.

I Am Malala Essay

Many of which can be resolved. Not through an aggressive manner such as wars, but in peaceful ways as well. Education is only food for the mind, feeding the mind with more knowledge will only benefits the it. Gaining more knowledge allows the mind to develop and understand various things more deeply. Another prime example is illustrated as Malala says “Education had been a great gift for him [Ziauddin].

Socioeconomic Status Essay

Socioeconomic status is a measurement of a person’s occupation, income and education levels. In most cases, socioeconomic status is perceived as social standing or financial class of an individual. Additionally, it is mostly based on power, influence and control that an individual has over others. Socioeconomic status is a fundamental variable utilized in discerning inequalities particularly in accessing and distributing public resources. Social standing is applicable in a wide range of realms such as behavioral factors as well as social sciences.

Argumentative Essay On Education And Education

Education is a huge issue that not only affects kids and their parents, but their community as well. Schools teach young kids to become the next generation of engineers, technicians, and political leaders, working towards creating a better future for their country and their community. Teachers have the unique job of creating the future leaders of the world, and preparing them for both college and life beyond, by putting a special push towards math and science, the so-called “foundation” of our society. The hard truth is, no one can be anything they want to be. Some people are simply not cut out to be engineers, doctors, or psychologists.

Don T Sleep There Are Snakes Analysis

Malcolm X once said “Education is our passport to the future, for tomorrow belongs to the people who prepared for it today.” In the western world education plays a vital role in shaping our future; it determines if we will survive or fail in the world we created for ourselves. Our world is constantly changing and it requires a society that is well versed in understanding the problems deriving from cultural differences and tolerance of one another’s beliefs and perceptions. With the power of education we are able to deal with the problems of economic, government, religion and culture differences.

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The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children’s learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected.

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The relationship between education and health: reducing disparities through a contextual approach

Anna zajacova.

Western University

Elizabeth M. Lawrence

University of North Carolina

Adults with higher educational attainment live healthier and longer lives compared to their less educated peers. The disparities are large and widening. We posit that understanding the educational and macro-level contexts in which this association occurs is key to reducing health disparities and improving population health. In this paper, we briefly review and critically assess the current state of research on the relationship between education and health in the United States. We then outline three directions for further research: We extend the conceptualization of education beyond attainment and demonstrate the centrality of the schooling process to health; We highlight the dual role of education a driver of opportunity but also a reproducer of inequality; We explain the central role of specific historical socio-political contexts in which the education-health association is embedded. This research agenda can inform policies and effective interventions to reduce health disparities and improve health of all Americans.

URGENT NEED FOR NEW DIRECTIONS IN EDUCATION-HEALTH RESEARCH

Americans have worse health than people in other high-income countries, and have been falling further behind in recent decades ( 137 ). This is partially due to the large health inequalities and poor health of adults with low education ( 84 ). Understanding the health benefits of education is thus integral to reducing health disparities and improving the well-being of 21 st century populations. Despite tremendous prior research, critical questions about the education-health relationship remain unanswered, in part because education and health are intertwined over the lifespans within and across generations and are inextricably embedded in the broader social context.

We posit that to effectively inform future educational and heath policy, we need to capture education ‘in action’ as it generates and constrains opportunity during the early lifespans of today’s cohorts. First, we need to expand our operationalization of education beyond attainment to consider the long-term educational process that precedes the attainment and its effect on health. Second, we need to re-conceptualize education as not only a vehicle for social success, valuable resources, and good health, but also as an institution that reproduces inequality across generations. And third, we argue that investigators need to bring historical, social and policy contexts into the heart of analyses: how does the education-health association vary across place and time, and how do political forces influence that variation?

During the past several generations, education has become the principal pathway to financial security, stable employment, and social success ( 8 ). At the same time, American youth have experienced increasingly unequal educational opportunities that depend on the schools they attend, the neighborhoods they live in, the color of their skin, and the financial resources of their family. The decline in manufacturing and rise of globalization have eroded the middle class, while the increasing returns to higher education magnified the economic gaps among working adults and families ( 107 ). In addition to these dramatic structural changes, policies that protected the welfare of vulnerable groups have been gradually eroded or dismantled ( 129 ). Together, these changes triggered a precipitous growth of economic and social inequalities in the American society ( 17 ; 106 ).

Unsurprisingly, health disparities grew hand in hand with the socio-economic inequalities. Although the average health of the US population improved over the past decades ( 67 ; 85 ), the gains largely went to the most educated groups. Inequalities in health ( 53 ; 77 ; 99 ) and mortality ( 86 ; 115 ) increased steadily, to a point where we now see an unprecedented pattern: health and longevity are deteriorating among those with less education ( 92 ; 99 ; 121 ; 143 ). With the current focus of the media, policymakers, and the public on the worrisome health patterns among less-educated Americans ( 28 ; 29 ), as well as the growing recognition of the importance of education for health ( 84 ), research on the health returns to education is at a critical juncture. A comprehensive research program is needed to understand how education and health are related, in order to identify effective points of intervention to improve population health and reduce disparities.

The article is organized in two parts. First, we review the current state of research on the relationship between education and health. In broad strokes, we summarize the theoretical and empirical foundations of the education-health relationship and critically assess the literature on the mechanisms and causal influence of education on health. In the second part, we highlight gaps in extant research and propose new directions for innovative research that will fill these gaps. The enormous breadth of the literature on education and health necessarily limits the scope of the review in terms of place and time; we focus on the United States and on findings generated during the rapid expansion of the education-health research in the past 10–15 years. The terms “education” and “schooling” are used interchangeably. Unless we state otherwise, both refer to attained education, whether measured in completed years or credentials. For references, we include prior review articles where available, seminal papers, and recent studies as the best starting points for further reading.

THE ASSOCIATION BETWEEN EDUCATION AND HEALTH

Conceptual toolbox for examining the association.

Researchers have generally drawn from three broad theoretical perspectives to hypothesize the relationship between education and health. Much of the education-health research over the past two decades has been grounded in the Fundamental Cause Theory ( 75 ). The FCT posits that social factors such as education are ‘fundamental’ causes of health and disease because they determine access to a multitude of material and non-material resources such as income, safe neighborhoods, or healthier lifestyles, all of which protect or enhance health. The multiplicity of pathways means that even as some mechanisms change or become less important, other mechanisms will continue to channel the fundamental dis/advantages into differential health ( 48 ). The Human Capital Theory (HCT), borrowed from econometrics, conceptualizes education as an investment that yields returns via increased productivity ( 12 ). Education improves individuals’ knowledge, skills, reasoning, effectiveness, and a broad range of other abilities, which can be utilized to produce health ( 93 ). The third approach, the Signaling or Credentialing perspective ( 34 ; 125 ) has been used to explain the observed large discontinuities in health at 12 or 16 years of schooling, typically associated with the receipt of a high school and college degrees, respectively. This perspective views earned credentials as a potent signal about one’s skills and abilities, and emphasizes the economic and social returns to such signals. Thus all three perspectives postulate a causal relationship between education and health and identify numerous mechanisms through which education influences health. The HCT specifies the mechanisms as embodied skills and abilities, FCT emphasizes the dynamism and flexibility of mechanisms, and credentialism identifies social responses to educational attainment. All three theoretical approaches, however, operationalize the complex process of schooling solely in terms of attainment and thus do not focus on differences in educational quality, type, or other institutional factors that might independently influence health. They also focus on individual-level factors: individual attainment, attainment effects, and mechanisms, and leave out the social context in which the education and health processes are embedded.

Observed associations between education and health

Empirically, hundreds of studies have documented “the gradient” whereby more schooling is linked with better health and longer life. A seminal 1973 book by Kitagawa and Hauser powerfully described large differences in mortality by education in the United States ( 71 ), a finding that has since been corroborated in numerous studies ( 31 ; 42 ; 46 ; 109 ; 124 ). In the following decades, nearly all health outcomes were also found strongly patterned by education. Less educated adults report worse general health ( 94 ; 141 ), more chronic conditions ( 68 ; 108 ), and more functional limitations and disability ( 118 ; 119 ; 130 ; 143 ). Objective measures of health, such as biological risk levels, are similarly correlated with educational attainment ( 35 ; 90 ; 140 ), showing that the gradient is not a function of differential reporting or knowledge.

The gradient is evident in men and women ( 139 ) and among all race/ethnic groups ( 36 ). However, meaningful group differences exist ( 60 ; 62 ; 91 ). In particular, education appears to have stronger health effects for women than men ( 111 ) and stronger effects for non-Hispanic whites than minority adults ( 134 ; 135 ) even if the differences are modest for some health outcomes ( 36 ). The observed variations may reflect systematic social differences in the educational process such as quality of schooling, content, or institutional type, as well as different returns to educational attainment in the labor market across population groups ( 26 ). At the same time, the groups share a common macro-level social context, which may underlie the gradient observed for all.

To illustrate the gradient, we analyzed 2002–2016 waves of the National Health Interview Survey (NHIS) data from adults aged 25–64. Figure 1 shows the levels of three health outcomes across educational attainment levels in six major demographic groups predicted at age 45. Three observations are noteworthy. First, the gradient is evident for all outcomes and in all race/ethnic/gender groups. Self-rated health exemplifies the staggering magnitude of the inequalities: White men and women without a high school diploma have about 57% chance of reporting fair or poor health, compared to just 9% for college graduates. Second, there are major group differences as well, both in the predicted levels of health problems, as well as in the education effects. The latter are not necessarily visible in the figures but the education effects are stronger for women and weaker for non-white adults as prior studies showed (table with regression model results underlying the prior statement is available from the authors). Third, an intriguing exception pertains to adults with “some college,” whose health is similar to high school graduates’ in health outcomes other than general health, despite their investment in and exposure to postsecondary education. We discuss this anomaly below.

Predicted Probability of Health Problems

Source: 2002–2016 NHIS Survey, Adults Age 25–64

Pathways through which education impacts health

What explains the improved health and longevity of more educated adults? The most prominent mediating mechanisms can be grouped into four categories: economic, health-behavioral, social-psychological, and access to health care. Education leads to better, more stable jobs that pay higher income and allow families to accumulate wealth that can be used to improve health ( 93 ). The economic factors are an important link between schooling and health, estimated to account for about 30% of the correlation ( 36 ). Health behaviors are undoubtedly an important proximal determinant of health but they only explain a part of the effect of schooling on health: adults with less education are more likely to smoke, have an unhealthy diet, and lack exercise ( 37 ; 73 ; 105 ; 117 ). Social-psychological pathways include successful long-term marriages and other sources of social support to help cope with stressors and daily hassles ( 128 ; 131 ). Interestingly, access to health care, while important to individual and population health overall, has a modest role in explaining health inequalities by education ( 61 ; 112 ; 133 ), highlighting the need to look upstream beyond the health care system toward social factors that underlie social disparities in health. Beyond these four groups of mechanisms that have received the most attention by investigators, many others have been examined, such as stress, cognitive and noncognitive skills, or environmental exposures ( 11 ; 43 ). Several excellent reviews further discuss mechanisms ( 2 ; 36 ; 66 ; 70 ; 93 ).

Causal interpretation of the education-health association

A burgeoning number of studies used innovative approaches such as natural experiments and twin design to test whether and how education causally affects health. These analyses are essential because recommendations for educational policies, programs, and interventions seeking to improve population health hinge on the causal impact of schooling on health outcomes. Overall, this literature shows that attainment, measured mostly in completed years of schooling, has a causal impact on health across numerous (though not all) contexts and outcomes.

Natural experiments take advantage of external changes that affect attainment but are unrelated to health, such as compulsory education reforms that raise the minimum years of schooling within a given population. A seminal 2005 study focused on increases in compulsory education between 1915 and 1939 across US states and found that a year of schooling reduced mortality by 3.6% ( 78 ). A re-analysis of the data indicated that taking into account state-level mortality trends rendered the mortality effects null but it also identified a significant and large causal effect on general health ( 88 ). A recent study of a large sample of older Americans reported a similar pattern: a substantial causal effect of education for self-rated health but not for mortality ( 47 ). School reform studies outside the US have reported compelling ( 122 ) or modest but significant ( 32 ) effects of schooling on health, although some studies have found nonsignificant ( 4 ), or even negative effects ( 7 ) for a range of health outcomes.

Twin design studies compare the health of twins with different levels of education. This design minimizes the influence of family resources and genetic differences in skills and health, especially for monozygotic twins, and thus serves to isolate the effect of schooling. In the US, studies using this design generated robust evidence of a causal effect of education on self-rated health ( 79 ), although some research has identified only modest ( 49 ) or not significant ( 3 ; 55 ) effects for other physical and mental health outcomes. Studies drawing on the large twin samples outside of the US have similarly found strong causal effects for mortality ( 80 ) and health ( 14 ; 16 ; 51 ) but again some analyses yielded no causal effects on health ( 13 ; 83 ) or health behaviors ( 14 ). Beyond our brief overview, readers may wish consult additional comprehensive reviews of the causal studies ( 40 ; 45 ; 89 ).

The causal studies add valuable evidence that educational attainment impacts adult health and mortality, even considering some limitations to their internal validity ( 15 ; 88 ). To improve population health and reduce health disparities, however, they should be viewed as a starting point to further research. First, the findings do not show how to improve the quality of schooling or its quantity for in the aggregate population, or how to overcome systematic intergenerational and social differences in educational opportunities. Second, their findings do take into account contexts and conditions in which educational attainment might be particularly important for health. In fact, the variability in the findings may be attributable to the stark differences in contexts across the studies, which include countries characterized by different political systems, different population groups, and birth cohorts ranging from the late 19 th to late 20 th centuries that were exposed to education at very different stages of the educational expansion process ( 9 ).

TOWARD A SOCIALLY-EMBEDDED UNDERSTANDING OF THE EDUCATION-HEALTH RELATIONSHIP

To date, the extensive research we briefly reviewed above has identified substantial health benefits of educational attainment in most contexts in today’s high-income countries. Still, many important questions remain unanswered. We outline three critical directions to gain a deeper understanding of the education-health relationship with particular relevance for policy development. All three directions shift the education-health paradigm to consider how education and health are embedded in life course and social contexts.

First, nearly universally, the education-health literature conceptualizes and operationalizes education in terms of attainment, as years of schooling or completed credentials. However, attainment is only the endpoint, although undoubtedly important, of an extended and extensive process of formal schooling, where institutional quality, type, content, peers, teachers, and many other individual, institutional, and interpersonal factors shape lifecourse trajectories of schooling and health. Understanding the role of the schooling process in health outcome is relevant for policy because it can show whether interventions should be aimed at increasing attainment, or whether it is more important to increase quality, change content, or otherwise improve the educational process at earlier stages for maximum health returns. Second, most studies have implicitly or explicitly treated educational attainment as an exogenous starting point, a driver of opportunities in adulthood. However, education also functions to reproduce inequality across generations. The explicit recognition of the dual function of education is critical to developing education policies that would avoid unintended consequence of increasing inequalities. And third, the review above indicates substantial variation in the education-health association across different historical and social contexts. Education and health are inextricably embedded in these contexts and analyses should therefore include them as fundamental influences on the education-health association. Research on contextual variation has the potential to identify contextual characteristics and even specific policies that exacerbate or reduce educational disparities in health.

We illustrate the key conceptual components of future research into the education-health relationship in Figure 2 . Important intergenerational and individual socio-demographic factors shape educational opportunities and educational trajectories, which are directly related to and captured in measures of educational attainment. This longitudinal and life course process culminates in educational disparities in adult health and mortality. Importantly, the macro-level context underlies every step of this process, shaping each of the concepts and their relationships.

Enriching the conceptualization of educational attainment

In most studies of the education-health associations, educational attainment is modeled using years of schooling, typically specified as a continuous covariate, effectively constraining each additional year to have the same impact. A growing body of research has substituted earned credentials for years. Few studies, however, have considered how the impact of additional schooling is likely to differ across the educational attainment spectrum. For example, one additional year of education compared to zero years may be life-changing by imparting basic literacy and numeracy skills. The completion of 14 rather than 13 years (without the completion of associated degree) could be associated with better health through the accumulation of additional knowledge and skills as well, or perhaps could be without health returns, if it is associated with poor grades, stigma linked to dropping out of college, or accumulated debt ( 63 ; 76 ). Examining the functional form of the education-health association can shed light on how and why education is beneficial for health ( 70 ). For instance, studies found that mortality gradually declines with years of schooling at low levels of educational attainment, with large discontinuities at high school and college degree attainment ( 56 ; 98 ). Such findings can point to the importance of completing a degree, not just increasing the quantity (years) of education. Examining mortality, however, implicitly focused on cohorts who went to school 50–60 years ago, within very different educational and social contexts. For findings relevant to current education policies, we need to focus on examining more recent birth cohorts.

A particularly provocative and noteworthy aspect of the functional form is the attainment group often identified as “some college:” adults who attended college but did not graduate with a four-year degree. Postsecondary educational experiences are increasingly central to the lives of American adults ( 27 ) and college completion has become the minimum requirement for entry into middle class ( 65 ; 87 ). Among high school graduates, over 70% enroll in college ( 22 ) but the majority never earn a four-year degree ( 113 ). In fact,, the largest education-attainment group among non-elderly US adults comprises the 54 million adults (29% of total) with some college or associate’s degree ( 113 ). However, as in Figure 1 , this group often defies the standard gradient in health. Several recent studies have found that the health returns to their postsecondary investments are marginal at best ( 110 ; 123 ; 142 ; 144 ). This finding should spur new research to understand the outcomes of this large population group, and to glean insights into the health returns to the postsecondary schooling process. For instance, in the absence of earning a degree, is greater exposure to college education in terms of semesters or earned credits associated with better health or not? How do the returns to postsecondary schooling differ across the heterogeneous institutions ranging from selective 4-year to for-profit community colleges? How does accumulated college debt influence both dropout and later health? Can we identify circumstances under which some college education is beneficial for health? Understanding the health outcomes for this attainment group can shed light on the aspects of education that are most important for improving health.

A related point pertains to the reliability and validity of self-reported educational attainment. If a respondent reports 16 completed years of education, for example, are they carefully counting the number of years of enrollment, or is 16 shorthand for “completed college”? And, is 16 years the best indicator of college completion in the current context when the median time to earn a four-year degree exceeds 5 years ( 30 )? And, is longer time in college given a degree beneficial for health or does it signify delayed or disrupted educational pathways linked to weaker health benefits ( 132 )? How should we measure part-time enrollment? As studies begin to adjudicate between the health effects of years versus credentials ( 74 ) in the changing landscape of increasingly ‘nontraditional’ pathways through college ( 132 ), this measurement work will be necessary for unbiased and meaningful analyses. An in-depth understanding may necessitate primary data collection and qualitative studies. A feasible direction available with existing data such as the National Longitudinal Survey of Youth 1997 (NLSY97) is to assess earned college credits and grades rather than years of education beyond high school.

As indicated in Figure 2 , beyond a more in-depth usage of the attainment information, we argue that more effective conceptualization of the education-health relationship as a developmental life course process will lead to important findings. For instance, two studies published in 2016 used the NLSY97 data to model how gradual increases in education predict within-individual changes in health ( 39 ; 81 ). Both research teams found that gradual accumulation of schooling quantity over time was not associated with gradual improvements in health. The investigators interpreted the null findings as an absence of causal effects of education on health, especially once they included important confounders (defined as cognitive and noncognitive skills and social background). Alternatively, perhaps the within-individual models did not register health because education is a long-term, developing trajectory that cannot be reduced to point-in-time changes in exposure. Criticisms about the technical aspects of theses studies notwithstanding ( 59 ), we believe that these studies and others like them, which wrestle with the question of how to capture education as a long-term process grounded in the broader social context, and how this process is linked to adult health, are desirable and necessary.

Education as (re)producer of inequality

The predominant theoretical framework for studying education and health focuses on how education increases skills, improves problem-solving, enhances employment prospects, and thus opens access to other resources. In sociology, however, education is viewed not (only) as increasing human capital but as a “sieve more than a ladder” ( 126 ), an institution that reproduces inequality across generations ( 54 ; 65 ; 103 ; 114 ). The mechanisms of the reproduction of inequality are multifarious, encompassing systematic differences in school resources, quality of instruction, academic opportunities, peer influences, or teacher expectations ( 54 ; 114 ; 132 ). The dual role of education, both engendering and constraining social opportunities, has been recognized from the discipline’s inception ( 52 ) and has remained the dominant perspective in sociology of education ( 18 ; 126 ). Health disparities research, which has largely dismissed the this perspective as “specious” ( 93 ), could benefit from pivoting toward this complex sociological paradigm.

As demonstrated in Figure 2 , parental SES and other background characteristics are key social determinants that set the stage for one’s educational experiences ( 20 ; 120 ). These characteristics, however, shape not just attainment, but the entire educational and social trajectories that drive and result in particular attainment ( 21 ; 69 ). Their effects range from the differential quality and experiences in daycare or preschool settings ( 6 ), K-12 education ( 24 ; 136 ), as well as postsecondary schooling ( 5 ; 127 ). As a result of systematically different experiences of schooling over the early life course stratified by parental SES, children of low educated parents are unlikely to complete higher education: over half of individuals with college degrees by age 24 came from families in the top quartile of family income compared to just 10% in the bottom quartile ( 23 ).

Unfortunately, prior research has generally operationalized the differences in educational opportunities as confounders of the education-health association or as “selection bias” to be statistically controlled, or best as a moderating influence ( 10 ; 19 ). Rather than remove the important life course effects from the equation, studies that seek to understand how educational and health differences unfold over the life course, and even across generations could yield greater insight ( 50 ; 70 ). A life course, multigenerational approach can provide important recommendations for interventions seeking to avoid the unintended consequence of increasing disparities. Insofar as socially advantaged individuals are generally better positioned to take advantage of interventions, research findings can be used to ensure that policies and programs result in decreasing, rather than unintentionally widening, educational and health disparities.

Education and health in social context

Finally, perhaps the most important and policy-relevant emerging direction to improving our understanding of the education-health relationship is to view both as inextricably embedded within the broad social context. As we highlight in Figure 2 , this context underlies every feature of the development of educational disparities in health. In contrast to the voluminous literature focusing on individual-level schooling and health, there has been a “startling lack of attention to the social/political/economic context” in which the relationships are grounded ( 33 ). By context, we mean the structure of a society that varies across time and place, encompassing all major institutions, policy environments, as well as gender, race/ethnicity, age, and socioeconomic stratification. Under what circumstances, conditions, and policies are the associations between education and health stronger or weaker?

Within the United States, the most relevant units of geo-political boundaries generating distinct policy contexts are states, although smaller geographic units are also pertinent ( 44 ; 100 ). Since the 1980s, the federal government has devolved an increasing range of key socioeconomic, political, and health-care decisions to states. This decentralization has resulted in increasing diversity across states in conditions for a healthy life ( 96 ; 101 ). A recent study demonstrates how different environments across US states yield vastly different health returns to education ( 100 ). State-level characteristics had little impact on adults with high education, whose disability levels were similarly low regardless of their state of residence. In contrast, disability levels of low-educated adults were not only high but also varied substantially across states: disability was particularly high in states that have invested less in the social welfare of its residents, such as Mississippi, Kentucky, and West Virginia. Highly-educated adults, particularly white adults and men who can convert education into other resources most readily, use personal resources to protect their health like a ‘personal firewall’ ( 97 ). Their less-educated peers, meanwhile, are vulnerable without social safety nets. Demonstrating the potential for informing policy in this area, the findings directly identify state policies that influence the extent to which educational attainment matters for health and longevity. These include economic policies including state income tax structures and education expenditures per capita, as well as policies influencing social cohesion in a state, such as income inequality and unemployment rates. Beyond the US, investigators can leverage differences in political systems across countries to assess the impact of different welfare regimes on the education-health associations, as some European researchers began generating ( 41 ; 82 ).

Similar to variation across geo-political boundaries, research on variation across time can highlight policies and conditions that mitigate or inflate health disparities. How has the education-health association changed over time? In recent decades, the association has become increasingly strong, with widening disparities in health outcomes across education ( 53 ; 77 ; 86 ; 116 ; 143 ). These increases started in the 1980s ( 17 ) at the same time that social inequality began rising with the political embrace of pro-market neoliberal policies ( 33 ). Since then, the United States has been increasingly marked by plummeting economic wellbeing (except for the wealthiest Americans), growing economic segregation, emerging mass incarceration, downward social mobility, and despair in many working-class communities ( 17 ; 95 ; 129 ). Conversely, in the two decades prior (1960s and 70s), social disparities in health were decreasing ( 1 ; 72 ). During those decades, many pro-social policies such as Civil rights legislation, War on Poverty programs, and racial desegregation were improving social inequalities. Macro-level political forces, clearly, can influence not only social but also health inequalities ( 104 ). Two facts follow: growing disparities are not inevitable and changes in the education-health relationship may be strongly linked to social policies. While some of the growth in educational inequalities may be attributable to changes in educational composition of the population with increasingly negatively select groups of adults at the lowest levels of schooling, these compositional changes likely play only a minor role in the overall trends ( 38 ; 58 ). Linking education and health to the broader social context brings to the forefront the ways in which we, as individuals and a collective society, produce and maintain health disparities.

Implications for Policy and Practice

Reducing macro-level inequalities in health will require macro-level interventions. Technological progress and educational expansion over the past several decades have not decreased disparities; on the contrary, educational disparities in health and mortality have grown in the US. Moreover, the consistent, durable relationship between education and health and the multitude of mechanisms linking them suggests that programs targeting individual behaviors will have limited impact to counteract disparities. Thus, we argue that future findings from the new research directions proposed here can be used to intervene at the level of social contexts to alter educational trajectories from an early age, with the ultimate goal of reducing health disparities. We note two promising avenues for policy development.

One potential solution may focus on universal federal and state-level investment in the education and well-being of children early in the life course to disrupt the reproduction of social inequalities and change subsequent educational trajectories. Several experimental early-education programs such as the Perry Preschool Project and Carolina Abecedarian Project have demonstrated substantial, lasting, and wide-ranging benefits, including improved adult health ( 25 ; 57 ; 102 ). These programs provided intensive, exceptionally high-quality, and diverse services to children, and it is these characteristics that appear central to their success ( 138 ). Further research on the qualitative and social dimensions of education and their effects on health can inform future model educational programs and interventions across all ages.

Another important issue for both researchers and policymakers pertains to postsecondary enrollment and attrition, and their effects on health. Educational expansion in the college-for-all era has yielded high post-secondary enrollment, but also unacceptable dropout rates with multiple detrimental consequences, including high rates of student debt ( 64 ) and stigma ( 76 ), which may negatively affect health. Emerging studies found that college dropouts fail to benefit from their postsecondary investments. Next we need to understand under what circumstances college goers do reap health benefits, or how their postsecondary experience can be modified to improve their health.

For both of these avenues, effective implementation will need further research on the specific institutional characteristics and social contexts that shape the schooling effects. However, in designing interventions and policies, we need to be aware of the dual role of education as a drive and reproducer of inequality. Individuals from advantaged backgrounds may be better positioned to take advantage of new educational opportunities, and thus any interventions and programs need to ensure that marginalized populations have equal or greater access in order to avoid the unintended consequence of further intensifying disparities. Finally, researchers and policymakers should engage in a dialogue such that researchers effectively communicate their insights and recommendations to policymakers, and policymakers convey the needs and challenges of their practices to researchers.

Education and health are central to individual and population well-being. They are also inextricably embedded in the social context and structure. Future research needs to expand beyond the individual-focused analyses and hypothesize upstream ( 96 ), taking a contextual approach to understanding education and health. Such an approach will require interdisciplinary collaborations, innovations in conceptual models, and rich data sources. The three directions for further research on health returns to education we outlined above can help generate findings that will inform effective educational and health policies and interventions to reduce disparities. During this critical time when health differences are widening and less educated Americans are experiencing social and health declines, research and policy has the opportunity to make a difference and improve the health and well-being of our population.

Contributor Information

Anna Zajacova, Western University.

Elizabeth M. Lawrence, University of North Carolina.

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Home / Students / Education / Higher education / Lack of education: Causes and effects

Lack of education: Causes and effects

Few things have such a diverse and far-reaching consequence on the overall quality of a person’s life and that of a community, as lack of education. Although it is categorized as one of the fundamental human rights, education is nowadays denied to many children around the world.  According to the Borgen Project research 72 million children do not attend primary school, and a staggering number of 759 million adults are illiterate.  

The causes that prevent one from getting a quality education are just as severe as the effects that the lack of education generates. This is why societies with poor economies and insufficiently developed education systems are unable to leave the vicious circle without outside intervention or help. Simply put, building a good education system requires a strong economy, and a strong economy in turn requires quality education. Therefore, one of the most important global issues is how to provide every individual in the world with access to education. 

What causes lack of education?

Developed countries have long recognized the importance of education , therefore,  in many of these countries access to education is a given. On the other hand, for many underdeveloped countries and economically struggling parts of the world, education is a luxury that is often unaffordable to most. The reasons why many individuals around the world have been denied access to a quality education and why the knowledge they possess is not enough to successfully tackle the challenges of the 21st century can be economic, geographical, and social in nature.

• Lack of schools . School is much more than a building where teaching takes place. School also includes teachers, teaching materials, and all those other things that make an education system. However, all this requires money. The economic position of some countries is such that even with all the help they receive, they do not have enough funds to build schools to provide the necessary education to their children. 
• Not understanding the importance of education. The economic situation and a low level of education in some countries are the main reasons why children are forced to struggle for survival from an early age, leaving no time for education.
• Lack of money . Another economically-based reason is the fact that many families do not have enough money even for the basic needs, which is why children in such families have to work from an early age. According to research, about 300 million children between the ages of five and seventeen work,  so child labor is one of the major causes for lack of education.  
• Unfavorable geographical position. Some countries lack the needed infrastructure or are located in the parts of the world with severe climate which makes commuting to school significantly more difficult.
• Prejudice . Members of ethnic and other minorities, as well as children with disabilities are often the target of prejudice in some countries, which makes it more difficult for them to get an education in comparison to other groups. 
• Inadequate conditions . According to UNICEF, the lack of qualified teachers, inadequate teaching materials, and poor sanitation are some of the reasons why many children do not receive a quality education. Even when they do go to school, children in such conditions fail to acquire applicable and quality knowledge, sometimes even basic knowledge. UNICEF states that 617 million children and adolescents around the world fail to acquire even the minimum literacy and math knowledge, although two thirds of them attend school. 

It should also be noted that the lack of education does not only arise from not having access to education and non-attendance, but it is also a direct consequence of poor quality of teaching. Thus, UNICEF underlines that “Schooling does not always lead to learning. Worldwide, there are more non-learners in school than out of school”.

In other words, in addition to the general approach to education, it is also necessary to raise the quality of instruction so as to overcome the global issue that the lack of education represents. 

What are the negative effects of lack of education? 

Negative consequences of the lack of education or inadequate instruction are numerous and varied, and can impact both the life of an individual, and society as a whole. They range from health-related reasons, social, and economic reasons, each of them generating serious consequence. The longer a person or a community is cut off from education, the more severe, long-term and irreversible the effects become. 

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10 consequences of not having access to education 

1. Poor health

Some of the basic lessons we learn in primary school are related to taking care of one’s own psychophysical health. The importance of hand washing, sexual health, necessity of regular physical activity – all this knowledge is something that stays with a person all their life, and is acquired at school. 

There is a strong link between lack of education and poor health and hygiene. The Borgen Project research conducted in Uganda yielded staggering results: educated people in the country have 75% less chance to contract HIV/AIDS, while young people with good primary education have 50% less chance to contract the same virus. 

2. Shorter life expectancy

The IMS Fiscal Monitor research showed that education can even affect a person’s life expectancy. Specifically, in developed economies, the gap between men with higher education and those with secondary, or primary education ranges between four and fourteen years, and is even larger in some countries. 

3. Poverty 

Due to adverse life circumstances, many people lack the tools and means that would enable them to leave poverty behind. Education is precisely what provides a person with these tools and means, but in poor communities and countries, it either does not exist at all, or if it does, it is inadequate, and this is how people find themselves in the vicious circle of poverty from which they cannot free themselves. The fact is that the more educated a person is, the better their chances of a decent salary. 

4. Unemployment

Unemployment is tightly linked to poverty. People who lack education, or who only finished primary school often work poorly paid jobs, or struggle to find any job whatsoever. Simply put, good jobs are reserved for qualified employees, and qualifications are primarily acquired through education. 

In today’s age of all-present digitalization where knowledge quickly becomes outdated, and traditional jobs are slowly disappearing, education becomes even more important, representing the key factor that decides whether a person will be able to adapt to changes and find a suitable job, or will become unemployed. 

According to a survey conducted by OECD , 69% people with lower secondary education are employed, whereas that percentage among people with higher education is 88%. 

5. Lower salary

People who lack qualifications, even when they find a job, will always have a significantly lower salary than their more educated counterparts. Less paid and less valued jobs are reserved for unqualified workers, and often such positions are in danger of being automated, which creates additional uncertainty regarding salaries and jobs for people with a lower level of education.

6. Gender inequality

Women who receive poorer education than their male counterparts are often in an adverse position. Quality education gives women independence , higher salaries and the opportunity to express their views on various social issues. Education means independence and the ability to make informed decisions on one’s life, for both men and women.

7. Social isolation

Uneducated people struggle to fit in social situations, and often remain marginalized. The lack of resources generated by education prevents them from participating in numerous social activities in a productive and comprehensive way, in contrast to educated people who engage in the same activities without difficulty.  

8. Illegal activities 

People with lower education, the unemployed, or those who work poorly paid jobs are often forced to work hard to provide a bare existence. Hence, it is no wonder that lack of education can often lead to a life of crime, which such people often see as the shortcut or the only way out of their disadvantaged position.  

9. Poor economy

Countries with educated people have stronger, better developed, and more sustainable economies. Estimates say that this trend will continue and become even more stronger in the 21st century, when due to digitalization and the changes it brings, a countries’ ability to successfully adapt to the changed circumstances will directly depend on their educated population. 

In other words, countries with an educated population will have more productive workers, innovative scientists and will be able to come up with more creative solutions than countries with poorly developed economic and education systems. As a consequence, workers in such countries will receive higher salaries, and these countries will be more desirable places to live. 

10. Impossibility of (adequate) participation in political and social life 

Without a comprehensive education in both sciences and humanities, a person will lack the knowledge and tools that enable them to make intelligent and meaningful political decisions. Who to vote for in the elections, which initiatives to support, who and what to trust, all these are things one must decide about with care and commitment. It is education that enables open dialogue, constructive exchange of opinions, and joint search for the best solution for society as a whole. Therefore, it helps the individual not to fall prey to political marketing, but to base their decisions on their own thoughts and views.  

Education is an opportunity for all 

Open access to education is not just an individual right, but a great opportunity for society as a whole as well. The more people have access to the knowledge and skills provided by authentic education, the greater the chances of overall progress. It is, therefore, necessary to ensure access to education for everyone. In order to do that, the link between the causes of the lack of education and its negative effects must be broken. Efforts concentrated on overcoming the causes will simultaneously nullify the effects, and the solution is quality education accessible to all.  

Related Posts

Education Thesis Statement

Crafting a strong thesis statement is essential for any successful educational essay or research paper. This one or two-sentence assertion forms the backbone of your argument, providing a concise summary of the point you intend to make. Whether you’re exploring the impact of technology in classrooms or analyzing the effectiveness of early childhood education, a well-structured thesis statement serves as a roadmap, guiding both.

What is Education Thesis Statement – Definition

An education thesis statement is a concise, focused, and arguable statement that presents the main idea or argument of an essay, research paper, or academic work related to the field of education. It outlines the scope of the study and provides a roadmap for the reader to understand the purpose and direction of the paper.

What is a Good Thesis Statement about Education

A comprehensive integration of technology in classrooms enhances students’ engagement, knowledge retention, and critical thinking skills, ultimately transforming traditional educational paradigms.”

What is an Example of an Education Topic Thesis Statement

“Implementing inclusive education policies in primary schools leads to improved academic outcomes for students with disabilities, fostering a more diverse and supportive learning environment.”

Remember, a good thesis statement is specific, debatable, and gives a clear indication of the focus of your paper. It should also be supported by evidence and analysis throughout the essay.

100 Education Statement Examples

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Crafting effective education thesis statements is pivotal in academic writing. These succinct sentences encapsulate the core concepts of your research, guiding your paper’s trajectory. From dissecting teaching methodologies to examining education’s societal impacts, a well-structured thesis statement is a beacon that illuminates your scholarly journey.

• Technology in Education : Integrating personalized digital tools in classrooms enhances collaborative learning, preparing students for a tech-driven world.
• Early Childhood Education : High-quality preschool programs significantly improve children’s cognitive development, ensuring a strong foundation for future learning.
• Inclusive Education : Adapting curriculum and teaching methods to diverse learning styles fosters equitable and enriching classroom experiences for all students.
• Education Policy : Reforms in standardized testing systems promote a more holistic evaluation of students’ abilities and potential.
• Online Learning : The surge in online education democratizes access to knowledge, revolutionizing traditional notions of learning environments.
• Critical Pedagogy : Empowering students to think critically about societal issues cultivates active citizenship and social change.
• STEM Education : Prioritizing STEM subjects in curricula prepares students for the demands of a technology-driven workforce.
• Arts Integration : Infusing arts into education not only enhances creativity but also nurtures a deeper understanding of core subjects.
• Parental Involvement : Engaged parental participation positively correlates with students’ academic success and overall well-being.
• Higher Education Costs : Exploring alternative funding models is crucial to make higher education accessible and affordable for all.
• Global Education : Fostering cross-cultural awareness in schools cultivates tolerance, empathy, and a broader worldview among students.
• Special Education : Tailoring teaching strategies to the needs of students with disabilities empowers them to achieve their full potential.
• Motivation and Learning : Understanding motivational factors improves teaching methods and student engagement in the classroom.
• Physical Education : Incorporating regular physical activity into the curriculum promotes not only fitness but also cognitive and emotional development.
• Education and Employment : Analyzing the relationship between education levels and job prospects reveals the role of education in economic mobility.
• Bilingual Education : Studying the effects of bilingual instruction on cognitive development highlights the benefits of multilingualism in education.
• Gender Disparities in Education : Addressing gender biases in curricula and teaching practices contributes to more equitable educational experiences.
• Teacher Training : Enhancing teacher preparation programs leads to more effective classroom management and student engagement.
• Education and Social Media : Analyzing the impact of social media on students’ learning habits reveals new avenues for interactive and self-directed learning.
• Education and Mental Health : Integrating mental health education into the curriculum helps reduce stigma and promotes students’ psychological well-being.
• Education and Sustainability : Incorporating environmental education empowers students to become responsible stewards of the planet.
• Literacy Development : Investigating early literacy interventions highlights the importance of foundational reading skills in later academic success.
• Civic Education : Teaching civics fosters active participation in democratic processes and shapes informed and responsible citizens.
• Education for Special Needs Students : Creating individualized education plans (IEPs) enhances the learning experience for students with diverse abilities.
• Globalization and Education : Exploring how globalization affects educational policies and practices prepares students for a globalized world.
• Education and Poverty : Investigating the link between education and poverty reduction underscores the role of education in breaking the cycle of disadvantage.
• Character Education : Nurturing qualities like empathy, integrity, and resilience in students contributes to holistic personal and ethical development.
• Standardized Curriculum vs. Personalized Learning : Evaluating the benefits and drawbacks of standardized versus personalized learning approaches in classrooms.
• Education Technology Ethics : Examining the ethical implications of using student data in educational technology applications.
• Education and Immigration : Studying the educational challenges and opportunities faced by immigrant students in host countries.
• Critical Thinking Education : Integrating critical thinking skills into curricula prepares students to analyze and evaluate information independently.
• Education and Cultural Heritage : Incorporating cultural heritage education preserves traditions and fosters cultural pride among students.
• Education Funding Allocation : Investigating the impact of equitable distribution of funding on educational outcomes in different communities.
• Education and Neurodiversity : Creating inclusive classrooms that accommodate neurodiverse students promotes a more accepting society.
• Sexual Education : Implementing comprehensive sexual education equips students with vital knowledge for making informed decisions.
• Education and Democracy : Understanding the role of education in nurturing informed citizenship and active participation in democratic processes.
• Education and Indigenous Knowledge : Integrating indigenous knowledge systems into curricula honors diverse worldviews and promotes cultural understanding.
• Home Schooling vs. Public Schooling : Comparing the academic and social outcomes of students educated at home versus traditional schools.
• Peer-to-Peer Learning : Exploring the effectiveness of peer mentoring programs in enhancing students’ academic performance and social skills.
• Education and Artificial Intelligence : Analyzing the potential of AI to personalize learning experiences and address individual student needs.
• Vocational Education : Promoting vocational education as a viable pathway to skill development and successful career opportunities.
• Education and Ethical Dilemmas : Investigating ethical challenges faced by educators and students in modern educational settings.
• Education and LGBTQ+ Inclusivity : Creating safe and inclusive environments for LGBTQ+ students through policy changes and awareness programs.
• Education and Aging Population : Adapting educational strategies to meet the learning needs of an aging workforce.
• Assessment Methods : Exploring innovative assessment techniques that provide a more comprehensive understanding of student learning.
• Outdoor Education : Utilizing outdoor and experiential learning to enhance students’ practical skills and environmental awareness.
• Education and Artificial Reality : Harnessing the potential of virtual and augmented reality in creating immersive educational experiences.
• Emotional Intelligence in Education : Integrating emotional intelligence training in schools contributes to students’ interpersonal skills and emotional well-being.
• Education and Gifted Students : Tailoring instruction to meet the unique learning needs of gifted students supports their intellectual growth.
• Education and Nutrition : Recognizing the link between proper nutrition and cognitive development for optimal student learning.
• Education and Language Acquisition : Examining strategies for effective language acquisition among non-native speakers in educational settings.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities.
• Education and Political Socialization : Investigating how education shapes students’ political beliefs and participation in civic activities
• Education and Digital Literacy : Evaluating the importance of teaching digital literacy skills to navigate the information-rich online world.
• Teacher-Student Relationships : Investigating the impact of positive teacher-student relationships on academic motivation and achievement.
• Education and Social Justice : Analyzing the role of education in addressing societal inequalities and promoting social justice.
• Education and Multilingualism : Exploring the benefits of a multilingual approach in education for cognitive development and cultural awareness.
• Education and Learning Disabilities : Implementing tailored strategies to support students with learning disabilities enhances their academic success.
• Education and Environmental Awareness : Integrating environmental education fosters a generation of environmentally conscious citizens.
• Education and Entrepreneurship : Promoting entrepreneurial education equips students with skills for innovation and economic contribution.
• Student Engagement Strategies : Investigating effective methods to enhance student engagement and participation in the learning process.
• Education and Artificial Intelligence Ethics : Examining ethical considerations when using AI in educational settings to ensure data privacy and equity.
• Education and Emotional Well-being : Creating emotionally supportive environments positively impacts students’ mental health and academic performance.
• Education and Cultural Assimilation : Analyzing how education can either preserve or dilute cultural heritage among immigrant communities.
• Distance Learning Challenges : Exploring the challenges and benefits of distance learning, especially in the context of global events.
• Education and Creativity : Fostering creative thinking skills in students through innovative teaching approaches and curricular design.
• Education and Student Autonomy : Investigating the benefits of allowing students more autonomy in their learning processes.
• Education and Gaming : Exploring the potential of educational games in enhancing learning outcomes and student engagement.
• Teacher Burnout : Examining the factors contributing to teacher burnout and strategies to promote educator well-being.
• Global Education Disparities : Analyzing the disparities in access to quality education across different regions of the world.
• Education and Learning Styles : Tailoring instruction to accommodate diverse learning styles enhances students’ comprehension and retention.
• Education and Brain Development : Studying the correlation between educational experiences and brain development in children and adolescents.
• Education and Ethics Education : Integrating ethics education cultivates morally responsible decision-making among students.
• Education and Socioeconomic Mobility : Examining how education can be a catalyst for upward social mobility in disadvantaged communities.
• Education and Peer Influence : Investigating how peer interactions shape students’ attitudes, behaviors, and academic choices.
• Education and Indigenous Language Revival : Promoting the revitalization of indigenous languages through education preserves cultural heritage.
• Teacher Evaluation Methods : Exploring effective methods for evaluating teacher performance and their impact on educational quality.
• Education and Critical Media Literacy : Developing media literacy skills equips students to critically analyze and navigate the digital information landscape.
• Education and Online Privacy : Raising awareness about online privacy and digital citizenship in educational settings.
• Education and Parental Expectations : Analyzing the effects of parental expectations on students’ academic motivation and achievements.
• Education and Gender Stereotypes : Exploring how education can challenge or reinforce traditional gender stereotypes and roles.
• Education and Mindfulness : Incorporating mindfulness practices in schools enhances students’ focus, emotional regulation, and well-being.
• Education and Aging Workforce : Adapting teaching methods to address the unique learning needs of mature students in continuing education.
• Education and Postcolonialism : Analyzing the influence of colonial history on education systems and curriculum development.
• Education and Lifelong Learning : Promoting the idea of education as a continuous process that extends beyond formal schooling.

Education Thesis Statement Examples for Argumentative Essay

Education is the cornerstone of societal progress, and an argumentative essay thesis statement can explore its multifaceted impact. A thesis statement could be: “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.

• Mandatory Financial Literacy Education : “Mandatory financial literacy education in schools should be implemented to empower students with essential life skills, promoting responsible financial decision-making.”
• Comprehensive Sex Education : “The integration of comprehensive sex education into curricula is imperative to address the rising rates of teenage pregnancies and sexually transmitted infections.”
• Bilingual Education : “Bilingual education programs positively contribute to cognitive development, cross-cultural understanding, and global communication skills among students.”
• Diverse Perspectives in History Education : “The inclusion of diverse perspectives in history education fosters critical thinking and promotes a more accurate understanding of past events.”
• Importance of Arts Education : “Arts education should remain a fundamental component of the curriculum, as it enhances creativity, cognitive abilities, and emotional intelligence.”
• Media Literacy Education : “Promoting media literacy education equips students to navigate the complexities of the digital age, fostering critical analysis of information sources.”
• Restorative Justice in Education : “Implementing restorative justice practices in schools nurtures conflict resolution skills, reduces disciplinary disparities, and creates a more inclusive learning environment.”
• Environmental Education : “Environmental education cultivates a sense of responsibility for ecological sustainability, preparing students to address pressing global environmental challenges.”
• Mental Health Education : “Education about mental health and emotional well-being should be integrated into curricula to reduce stigma, enhance self-awareness, and support student mental health.”
• Coding and Computer Science Education : “Teaching coding and computer science in primary education enhances problem-solving abilities, technological literacy, and prepares students for a technology-driven future.”

Importance of Education Thesis Statement Examples

Highlighting the significance of education, a thesis statement like, “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”

• Access to Quality Education : “Access to quality education equips individuals with the tools to break the cycle of poverty, fosters critical thinking, and cultivates informed citizens essential for a thriving democracy.”
• Education and Innovation : “Education empowers individuals to challenge societal norms, fostering innovation and progress through the exploration of new ideas and perspectives.”
• Early Childhood Education : “Investing in early childhood education yields lifelong benefits, promoting cognitive development, emotional intelligence, and academic success.”
• Education for Social Cohesion : “Education plays a pivotal role in promoting social cohesion, bridging cultural divides, and fostering mutual respect and understanding among diverse communities.”
• Education and Economic Growth : “An educated workforce drives economic growth by fostering innovation, increasing productivity, and attracting investment in a knowledge-based economy.”
• Empowerment through Education : “Education is the foundation of personal empowerment, enabling individuals to make informed decisions about their health, finances, and overall well-being.”
• Education in a Technological Era : “Quality education equips individuals with the skills to adapt to rapid technological changes, ensuring they remain competitive in a dynamic job market.”
• Education and Social Mobility : “Education serves as a catalyst for social mobility, enabling individuals to transcend their socioeconomic backgrounds and achieve upward mobility.”
• Education and Public Health : “In societies with higher levels of education, there is a positive correlation with improved public health outcomes, lower crime rates, and overall well-being.”
• Right to Education : “Education is a fundamental human right that should be accessible to all, regardless of gender, ethnicity, socioeconomic status, or geographical location.”

Lack of Education Thesis Statement Examples

Examining the consequences of inadequate education, a concise thesis statement might state: “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”

• Impact of Inaccessible Education : “The lack of accessible education perpetuates social inequality, limits economic mobility, and hinders personal and societal development, underscoring the urgent need for educational reforms.”
• Cycle of Poverty : “In regions with limited educational opportunities, there is a heightened risk of perpetuating cycles of poverty, resulting in diminished life prospects for generations.”
• Lack of Comprehensive Sex Education : “The absence of comprehensive sex education contributes to uninformed decisions, leading to higher rates of unintended pregnancies and the spread of sexually transmitted infections.”
• Educational Inequality and Civic Engagement : “Communities with inadequate educational infrastructure experience reduced civic engagement, hampering their ability to advocate for their rights and interests.”
• Challenges in Special Needs Education : “Without inclusive education practices, students with disabilities are often marginalized, denying them opportunities for holistic development and societal contribution.”
• Environmental Ignorance : “The lack of emphasis on environmental education results in a lack of awareness about sustainable practices, exacerbating environmental degradation and climate change.”
• Mental Health Education Gap : “A dearth of education around mental health perpetuates stigma, preventing individuals from seeking help and contributing to a global mental health crisis.”
• Gender Disparities in Education : “In societies where gender equity in education is not prioritized, women and girls face limited opportunities, reinforcing gender disparities in various sectors.”
• Education and Ignorance : “Communities without access to quality education struggle to break free from cycles of ignorance and misinformation, hindering progress and social cohesion.”
• Digital Literacy Divide : “The absence of education tailored to the digital age leaves individuals vulnerable to misinformation, cyber threats, and challenges presented by rapid technological advancements.”

Education Thesis Statement Examples for College

For a college-focused context, a thesis could be: “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”

• Practical Skills in Higher Education : “Integrating practical skills training into higher education curricula prepares students for real-world challenges, bridging the gap between academic knowledge and employability.”
• Interdisciplinary Learning in College : “College education should prioritize interdisciplinary learning, fostering a holistic understanding of complex global issues and encouraging innovative solutions.”
• Experiential Learning in College : “Promoting student engagement through experiential learning opportunities in college enhances critical thinking, problem-solving skills, and prepares students for lifelong learning.”
• Soft Skills Development in College : “Colleges should emphasize the development of soft skills such as communication, teamwork, and adaptability, essential for success in diverse professional environments.”
• Entrepreneurship Education in College : “Incorporating entrepreneurship education in college equips students with the mindset and skills needed to create and navigate their own career paths.”
• Cultural Competence in College : “College education should encourage cultural competence, promoting empathy and understanding in an increasingly interconnected and diverse world.”
• Technology-Enhanced Learning in College : “Embracing technology-enhanced learning methods in college empowers students to become digitally literate, adaptable, and well-prepared for the modern workforce.”
• Research-Oriented College Education : “Fostering a research-oriented approach in college education cultivates critical inquiry, creativity, and advances our understanding of various academic disciplines.”
• Mental Health Support in College : “Colleges should prioritize mental health and well-being services to support students during a transformative period, ensuring their holistic success.”
• Flexible Learning in College : “Offering flexible learning options, including online and hybrid courses, accommodates diverse student needs and promotes lifelong learning beyond traditional campus settings.”

Education Thesis Statement Examples for Students

Directing attention to students, a thesis might read: “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”

• Personalized Learning for Students : “Implementing personalized learning approaches in schools caters to diverse learning styles, enhances student engagement, and fosters a lifelong love for learning.”
• Student-Centered Education : “Student-centered education that encourages curiosity, creativity, and critical thinking nurtures independent thought and prepares students for active citizenship.”
• Project-Based Learning for Students : “Incorporating project-based learning in schools develops problem-solving skills and empowers students to apply theoretical knowledge to real-world situations.”
• Student Agency in Education : “Encouraging student agency in educational decisions fosters a sense of ownership, boosting motivation, and promoting self-directed learning.”
• Learning from Failure for Students : “Education that emphasizes the value of failure as a stepping stone to success helps students develop resilience, adaptability, and a growth mindset.”
• Collaborative Learning for Students : “Promoting collaborative learning experiences in classrooms cultivates teamwork skills, enhances communication, and exposes students to diverse perspectives.”
• Extracurricular Involvement for Students : “Student involvement in extracurricular activities and community service fosters character development, empathy, and a sense of responsibility to society.”
• Arts and Creative Expression for Students : “Integrating arts and creative expression into education sparks imagination, enhances emotional intelligence, and encourages students to think outside the box.”
• Digital Literacy for Students : “Cultivating digital literacy skills equips students to navigate the digital landscape responsibly, critically evaluate information, and contribute positively online.”
• Mindfulness in Education for Students : “Education that incorporates mindfulness and well-being practices helps students manage stress, build emotional resilience, and maintain overall mental wellness.”

Education Thesis Statement Examples for Essay

In the context of an essay, a case study thesis statement could be: “Exploring the evolution of educational technology reveals its role as a transformative force in modern classrooms, reshaping traditional teaching methods and enhancing student outcomes.”

• Effective Study Habits : “Exploring effective study habits and time management strategies equips students with the tools to optimize their learning experience and achieve academic success.”
• Role of Teachers in Student Motivation : “Analyzing the pivotal role of teachers in motivating students through innovative teaching methods and supportive mentorship enhances the learning journey.”
• Educational Technology Integration : “Examining the integration of educational technology in classrooms highlights its potential to enhance engagement, collaboration, and personalized learning.”
• Impact of Standardized Testing : “Investigating the impact of standardized testing on curriculum, instruction, and student stress provides insights into the complexities of assessment-driven education systems.”
• Importance of Early Literacy : “Highlighting the significance of early literacy development in shaping future academic achievements emphasizes the need for targeted interventions and support.”
• Holistic Assessment Approaches : “Exploring alternative assessment methods beyond exams, such as project-based assessments and portfolios, offers a comprehensive view of student learning.”
• Cultural Competence in Education : “Analyzing the importance of cultural competence in educators for creating inclusive classrooms and fostering diverse student perspectives.”
• Critical Thinking in Education : “Investigating the cultivation of critical thinking skills through interdisciplinary learning encourages students to question, analyze, and form independent viewpoints.”
• Ethics Education : “Examining the integration of ethics education across disciplines prepares students to navigate ethical dilemmas and make informed moral decisions.”
• Education and Sustainable Development : “Exploring the role of education in promoting sustainable development addresses its contribution to environmental awareness, social responsibility, and global citizenship.”

Education Thesis Statement Examples about Online Learning

Regarding online learning, a thesis might state: “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”

Education Thesis Statement Examples about Online Learning:

• Rise of Online Education : “The rapid expansion of online education presents opportunities for global access to quality learning, yet challenges persist in ensuring equitable access and maintaining educational rigor.”
• Hybrid Learning Models : “Examining the effectiveness of hybrid learning models highlights the potential of combining online and in-person elements to enhance engagement and flexibility in education.”
• Synchronous and Asynchronous Online Interactions : “Investigating the role of synchronous and asynchronous online interactions in virtual classrooms reveals their impact on student engagement, peer collaboration, and instructor feedback.”
• Online Assessment Methods : “Analyzing the role of online assessments in measuring student performance raises questions about the fairness, security, and authenticity of remote evaluation methods.”
• Digital Divide in Online Learning : “Exploring the digital divide’s impact on online learning access emphasizes the need for targeted interventions to bridge technological disparities among students.”
• Massive Open Online Courses (MOOCs) : “The rise of Massive Open Online Courses (MOOCs) challenges traditional education paradigms by offering large-scale, accessible learning experiences to diverse global audiences.”
• Artificial Intelligence in Online Education : “Examining the role of artificial intelligence in personalized online education sheds light on its potential to adapt content, pacing, and assessment to individual student needs.”
• Virtual Communities and Online Learning : “Investigating the social aspects of online learning environments explores the ways virtual communities, discussions, and collaborations contribute to a sense of belonging.”
• Online Simulations and Virtual Labs : “Analyzing the benefits of online simulations and virtual labs in science education showcases their role in providing experiential learning opportunities outside traditional labs.”
• Long-Term Effects of Online Learning : “The exploration of online learning’s long-term effects on students’ social skills, time management, and self-regulation offers insights into the broader impacts of digital education.”

Education Thesis Statement Examples for Parental Involvement

Focusing on parental involvement, a thesis could be: “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”

• Active Parental Engagement : “Active parental engagement in a child’s education significantly impacts academic performance, creating a collaborative learning environment and fostering holistic development.”
• Early Childhood Parental Involvement : “Investigating the influence of parental involvement in early childhood education emphasizes its role in shaping cognitive, emotional, and social foundations for lifelong learning.”
• Parent-Teacher Partnerships : “Analyzing the impact of parent-teacher partnerships on student motivation and behavior management highlights the importance of consistent communication and shared goals.”
• Parental Involvement in Remote Learning : “Exploring strategies to involve parents in remote and online learning environments addresses the need for adaptable approaches to maintain strong home-school connections.”
• Parent-Led Initiatives in Schools : “Examining the impact of parent-led initiatives in schools reveals their potential to enhance school facilities, resources, and extracurricular opportunities for all students.”
• Challenges of Parental Involvement : “Investigating the challenges faced by parents from diverse backgrounds in engaging with school activities emphasizes the importance of culturally sensitive communication and support.”
• Parent Education Workshops : “Analyzing the role of parent education workshops in enhancing parenting skills, communication, and support systems contributes to positive student outcomes.”
• Parental Involvement and Absenteeism : “Exploring the impact of parental involvement on reducing absenteeism, dropout rates, and disciplinary issues underscores its potential as a preventive measure.”
• Parental Involvement in Curriculum Decisions : “Investigating the effects of parent participation in curriculum decisions and policy-making highlights their valuable insights and contributions to shaping educational priorities.”
• Technology and Parental Involvement : “Exploring the intersection of technology and parental involvement unveils the potential of digital platforms to facilitate communication, updates, and collaboration between parents and educators.”

Education Thesis Statement Examples for Special Needs

Addressing special needs education, a thesis might read: “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”

• Inclusive Education Practices : “Inclusive education practices empower students with diverse abilities by providing tailored support, promoting social integration, and challenging stigmas surrounding disabilities.”
• Assistive Technology in Special Education : “Examining the impact of assistive technology in special education classrooms showcases its role in enhancing communication, learning experiences, and independence for students.”
• Individualized Education Programs (IEPs) : “Analyzing the effectiveness of Individualized Education Programs (IEPs) emphasizes their significance in providing personalized learning pathways for students with special needs.”
• Parental Experiences in Special Education : “Exploring the experiences of parents of children with disabilities within the education system sheds light on the challenges they face and the importance of collaborative partnerships.”
• Educator Training for Inclusive Classrooms : “Investigating the training and professional development needs of educators in inclusive classrooms addresses the necessity of equipping teachers with diverse teaching strategies.”
• Peer Support Programs : “Analyzing the benefits of peer support programs in fostering positive relationships between students with and without disabilities underscores their role in promoting empathy and understanding.”
• Accessible Learning Materials : “Examining the impact of accessible learning materials, such as Braille, a resources, and captioning, highlights their contribution to equitable educational experiences.”
• Sensory-Friendly Environments : “Investigating the role of sensory-friendly environments in schools demonstrates their ability to create inclusive spaces that accommodate the needs of students with sensory sensitivities.”
• Transition from School to Post-School Life : “Analyzing the transition process for students with special needs from school to post-school life underscores the importance of vocational training and community integration.”
• Mental Health Support in Special Education : “Exploring the intersection of mental health support and special education reveals the need for comprehensive strategies that address the unique emotional needs of students with disabilities.”

Education Thesis Statement Examples for Gender Equity

Exploring gender equity in education, a thesis statement could be: “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.

• Gender-Sensitive Education : “Implementing gender-sensitive policies and curriculum reforms is essential to eliminate gender disparities in education, empowering all students to fulfill their potential regardless of gender.”
• Gender Bias in Educational Materials : “Examining the impact of gender bias in textbooks and educational materials underscores the importance of representation and accurate portrayals of diverse gender identities.”
• Gender-Responsive Pedagogy : “Analyzing the role of gender-responsive pedagogy in promoting equitable learning experiences challenges traditional teaching practices that perpetuate gender stereotypes.”
• Teacher Expectations and Gender : “Exploring the influence of teacher expectations on student performance highlights the need to address unconscious biases that can hinder gender-equitable educational outcomes.”
• Single-Sex Education vs. Coeducation : “Investigating the impact of single-sex education versus coeducation on academic achievement and personal development offers insights into the effects of different learning environments.”
• LGBTQ+ Students in Educational Settings : “Analyzing the experiences of LGBTQ+ students in educational settings emphasizes the importance of creating safe, inclusive spaces that respect and celebrate diverse identities.”
• Gender-Balanced Leadership : “Examining the impact of gender-balanced leadership and decision-making in schools addresses the need for role models and equitable representation at all levels of education.”
• Gender-Based Violence Prevention in Schools : “Investigating the effects of gender-based violence prevention programs in schools emphasizes their role in fostering respectful relationships and safe learning environments.”
• Parental Attitudes and Gender Roles : “Analyzing the influence of parental attitudes toward gender roles on children’s educational and career aspirations underscores the need for comprehensive family and community involvement.”
• Culture, Gender Equity, and Education : “Exploring the intersection of cultural norms, gender equity, and education in diverse societies reveals the complex factors that shape educational opportunities and challenges for different genders.”

What is a Good Thesis Statement about the Lack of Education?

A strong thesis statement about the lack of education should succinctly capture the essence of the issue while outlining its significance and potential consequences. Here’s a guide to crafting a powerful thesis statement on this topic:

Example Thesis Statement: “The pervasive lack of accessible education in underserved communities perpetuates cycles of poverty, limits economic mobility, and hampers societal progress, necessitating urgent reforms to ensure equitable learning opportunities for all.”

• Identify the Issue : Clearly state the problem you’re addressing – in this case, the lack of education.
• Highlight Significance : Express why the issue matters by emphasizing its impact on individuals and society as a whole.
• Show Consequences : Indicate the adverse effects of the lack of education, such as perpetuating poverty and hindering progress.
• Mention Urgency : Communicate the importance of addressing the issue promptly, as well as the need for reform.

What is an Example of a Thesis Statement in Inclusive Education?

A thesis statement on inclusive education should emphasize the importance of creating learning environments that cater to diverse learners’ needs. Here’s a guide to crafting such a thesis statement:

Example Thesis Statement: “Inclusive education, through its emphasis on diverse learning styles, individualized support, and community engagement, fosters a holistic and equitable learning experience that empowers all students to reach their fullest potential.”

• State Inclusion as a Goal : Clearly mention that the thesis is about inclusive education.
• Highlight Diverse Learning Styles : Emphasize the importance of accommodating various learning styles and needs.
• Emphasize Individualized Support : Stress the role of personalized assistance and adaptations in inclusive education.
• Mention Community Engagement : Indicate how involving the community contributes to a successful inclusive education environment.
• Discuss Empowerment : Express how inclusive education empowers all students to achieve their best outcomes.

How Do You Write a Thesis Statement for Education? – Step by Step Guide

• Identify Your Topic : Determine the specific aspect of education you want to address.
• Understand the Issue : Gain a deep understanding of the topic’s significance, challenges, and potential impact.
• Craft a Clear Idea : Develop a concise and focused main idea or argument related to education.
• Make It Debatable : Ensure your thesis statement presents an argument or perspective that can be debated or discussed.
• Address Significance : Highlight why the topic is important and relevant in the context of education.
• Consider Counterarguments : Acknowledge potential opposing viewpoints and consider incorporating counterarguments.
• Keep It Concise : Your thesis statement should be a single, clear, and well-structured sentence.
• Reflect Your Essay’s Scope : Make sure your thesis aligns with the scope of your essay or paper.
• Revise and Refine : Review and revise your thesis statement to ensure its clarity and accuracy.
• Seek Feedback : Share your thesis statement with peers or instructors for feedback and suggestions.

Tips for Writing a Thesis Statement on Education Topics

• Be Specific : Clearly state what your paper will address within the broad topic of education.
• Avoid Generalizations : Avoid overly broad or vague statements that lack focus.
• Express a Strong Position : Your thesis should convey a clear stance on the issue.
• Consider Your Audience : Tailor your thesis to resonate with your intended audience.
• Use Precise Language : Choose words that convey your message concisely and accurately.
• Make It Unique : Craft a thesis that sets your essay apart by presenting a unique perspective.
• Reflect Your Essay Structure : Your thesis should mirror the overall structure of your essay.
• Be Open to Revisions : Be willing to adjust your thesis as your research and writing progress.
• Proofread Carefully : Ensure your thesis statement is free of grammatical and typographical errors.
• Revise as Needed : It’s okay to revise your thesis as you refine your arguments and analysis.

Remember, a strong thesis statement sets the tone for your entire essay and guides your readers in understanding the focus and direction of your work. You may also be interested in our  thesis statement for informative essay .

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How does education affect poverty?

For starters, it can help end it.

Aug 10, 2023

Access to high-quality primary education and supporting child well-being is a globally-recognized solution to the cycle of poverty. This is, in part, because it also addresses many of the other issues that keep communities vulnerable.

Education is often referred to as the great equalizer: It can open the door to jobs, resources, and skills that help a person not only survive, but thrive. In fact, according to UNESCO, if all students in low-income countries had just basic reading skills (nothing else), an estimated 171 million people could escape extreme poverty. If all adults completed secondary education, we could cut the global poverty rate by more than half. 

At its core, a quality education supports a child’s developing social, emotional, cognitive, and communication skills. Children who attend school also gain knowledge and skills, often at a higher level than those who aren’t in the classroom. They can then use these skills to earn higher incomes and build successful lives.

Here’s more on seven of the key ways that education affects poverty.

Go to the head of the class

Get more information on Concern's education programs — and the other ways we're ending poverty — delivered to your inbox.

1. Education is linked to economic growth

Education is the best way out of poverty in part because it is strongly linked to economic growth. A 2021 study co-published by Stanford University and Munich’s Ludwig Maximilian University shows us that, between 1960 and 2000, 75% of the growth in gross domestic product around the world was linked to increased math and science skills. 

“The relationship between…the knowledge capital of a nation, and the long-run [economic] rowth rate is extraordinarily strong,” the study’s authors conclude. This is just one of the most recent studies linking education and economic growth that have been published since 1990.

“The relationship between…the knowledge capital of a nation, and the long-run [economic] growth rate is extraordinarily strong.” — Education and Economic Growth (2021 study by Stanford University and the University of Munich)

2. Universal education can fight inequality

A 2019 Oxfam report says it best: “Good-quality education can be liberating for individuals, and it can act as a leveler and equalizer within society.” 

Poverty thrives in part on inequality. All types of systemic barriers (including physical ability, religion, race, and caste) serve as compound interest against a marginalization that already accrues most for those living in extreme poverty. Education is a basic human right for all, and — when tailored to the unique needs of marginalized communities — can be used as a lever against some of the systemic barriers that keep certain groups of people furthest behind. 

For example, one of the biggest inequalities that fuels the cycle of poverty is gender. When gender inequality in the classroom is addressed, this has a ripple effect on the way women are treated in their communities. We saw this at work in Afghanistan , where Concern developed a Community-Based Education program that allowed students in rural areas to attend classes closer to home, which is especially helpful for girls.

Four ways that girls’ education can change the world

Gender discrimination is one of the many barriers to education around the world. That’s a situation we need to change.

3. Education is linked to lower maternal and infant mortality rates

Speaking of women, education also means healthier mothers and children. Examining 15 countries in sub-Saharan Africa, researchers from the World Bank and International Center for Research on Women found that educated women tend to have fewer children and have them later in life. This generally leads to better outcomes for both the mother and her kids, with safer pregnancies and healthier newborns. 

A 2017 report shows that the country’s maternal mortality rate had declined by more than 70% in the last 25 years, approximately the same amount of time that an amendment to compulsory schooling laws took place in 1993. Ensuring that girls had more education reduced the likelihood of maternal health complications, in some cases by as much as 29%. 

4. Education also lowers stunting rates

Children also benefit from more educated mothers. Several reports have linked education to lowered stunting , one of the side effects of malnutrition. Preventing stunting in childhood can limit the risks of many developmental issues for children whose height — and potential — are cut short by not having enough nutrients in their first few years.

In Bangladesh , one study showed a 50.7% prevalence for stunting among families. However, greater maternal education rates led to a 4.6% decrease in the odds of stunting; greater paternal education reduced those rates by 2.9%-5.4%.  A similar study in Nairobi, Kenya confirmed this relationship: Children born to mothers with some secondary education are 29% less likely to be stunted.

What is stunting?

Stunting is a form of impaired growth and development due to malnutrition that threatens almost 25% of children around the world.

5. Education reduces vulnerability to HIV and AIDS…

In 2008, researchers from Harvard University, Imperial College London, and the World Bank wrote : “There is a growing body of evidence that keeping girls in school reduces their risk of contracting HIV. The relationship between educational attainment and HIV has changed over time, with educational attainment now more likely to be associated with a lower risk of HIV infection than earlier in the epidemic.” 

Since then, that correlation has only grown stronger. The right programs in schools not only reduce the likelihood of young people contracting HIV or AIDS, but also reduce the stigmas held against people living with HIV and AIDS.

6. …and vulnerability to natural disasters and climate change

As the number of extreme weather events increases due to climate change, education plays a critical role in reducing vulnerability and risk to these events. A 2014 issue of the journal Ecology and Society states: “It is found that highly educated individuals are better aware of the earthquake risk … and are more likely to undertake disaster preparedness.… High risk awareness associated with education thus could contribute to vulnerability reduction behaviors.”

The authors of the article went on to add that educated people living through a natural disaster often have more of a financial safety net to offset losses, access to more sources of information to prepare for a disaster, and have a wider social network for mutual support.

Climate change is one of the biggest threats to education — and growing

Last August, UNICEF reported that half of the world’s 2.2 billion children are at “extremely high risk” for climate change, including its impact on education. Here’s why.

7. Education reduces violence at home and in communities

The same World Bank and ICRW report that showed the connection between education and maternal health also reveals that each additional year of secondary education reduced the chances of child marriage — defined as being married before the age of 18. Because educated women tend to marry later and have fewer children later in life, they’re also less likely to suffer gender-based violence , especially from their intimate partner. 

Girls who receive a full education are also more likely to understand the harmful aspects of traditional practices like FGM , as well as their rights and how to stand up for them, at home and within their community.

Fighting FGM in Kenya: A daughter's bravery and a mother's love

Marsabit is one of those areas of northern Kenya where FGM has been the rule rather than the exception. But 12-year-old student Boti Ali had other plans.

Education for all: Concern’s approach

Concern’s work is grounded in the belief that all children have a right to a quality education. Last year, our work to promote education for all reached over 676,000 children. Over half of those students were female. 

We integrate our education programs into both our development and emergency work to give children living in extreme poverty more opportunities in life and supporting their overall well-being. Concern has brought quality education to villages that are off the grid, engaged local community leaders to find solutions to keep girls in school, and provided mentorship and training for teachers.

More on how education affects poverty

6 Benefits of literacy in the fight against poverty

Child marriage and education: The blackboard wins over the bridal altar

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• Open access
• Published: 17 April 2024

How popularising higher education affects economic growth and poverty alleviation: empirical evidence from 38 countries

• Jian Li   ORCID: orcid.org/0000-0002-3228-8163 1   na1 ,
• Eryong Xue   ORCID: orcid.org/0000-0002-7079-5027 2   na1 ,
• Yukai Wei   ORCID: orcid.org/0000-0002-5202-7307 2 &
• Yunshu He   ORCID: orcid.org/0000-0003-4814-9835 2  

Humanities and Social Sciences Communications volume  11 , Article number:  520 ( 2024 ) Cite this article

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The popularisation of higher education supports UNESCO’s aim of developing inclusive and equitable quality education to achieve the fourth Sustainable Development Goal. However, the effect of popularising higher education on economic growth and poverty alleviation remains unexplored. Therefore, this study investigated the effects of higher education and adult education within populations (popularisation of higher education) on economic growth (gross domestic product; GDP) and the poverty line using panel data from 38 countries. OLS and quantile regression were performed using data for the period 1995–2021 extracted from the OECD and World Bank databases. The results showed that the population segments with higher education had a significantly positive impact on GDP growth. Moreover, an increased proportion of the population with higher education, of working age, was found to be a contributing factor to GDP growth. Popularising higher education also played a positive role during the initial stage of social and economic development. This study also highlighted that popularising higher education play a key role to influence a country’s educational development and scientific and technological innovation drives the deepening of a country’s economy. It suggested that both national and local governments worldwide should pay much attention to the popularisation degree of higher education to greatly improve the innovative ability of talents and scientific and technological innovation in higher education for both the economic growth and poverty alleviation.

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Introduction.

The popularisation of higher education critically contributes to UNESCO’s efforts to realise the fourth Sustainable Development Goal of inclusive and equitable quality education (Ainscow, 2020 ; Bamberger and Kim, 2022 ).Popularisation of higher education expands the scale of higher education and its high growth rate introduces considerable challenges to the management structure of higher education, triggering a series of theoretical and practical concerns relating to the nature and function of higher education (Balestra and Ruiz, 2015 ; Brand, 2021 ). Given that education and social and economic development are mutually reinforcing, the expansion of higher education leads to an ascending spiral of development for individuals and/or economies. By contrast, a lack of education or early withdrawal from education leads to a downward spiral for them (Camilla, 2023 ). This relationship between education and development undergirds the model of poverty alleviation based on the return on education (Decancq, 2017 ). The previous studies emphasise the importance of the return on education as a multidimensional anti-poverty mechanism and thus a key factor in poverty alleviation (Fang et al., 2022 ; Chelli et al., 2022 ; Garritzmann, 2016 ). For example, return on education is the key factor enabling a transition from poverty alleviation through education to poverty alleviation through education (Gillian et al., 2021 ; Gong and Hong, 2021 ). Poverty alleviation is realised through an interlinking of these two processes and the promotion of the latter (Granata, 2022 ; Habibi and Zabardast, 2020 ). The educational resources can meet the needs of the poor mainly through the return on education at the levels of survival and life quality. In addition, the previous studies highlighted that, with a continuous expansion in the scale of higher education, its economic effect gradually appears to become marginal (Hoeller et al., 2014 ). The density of colleges and universities worldwide has increased considerably in recent years, but it is still inadequate to meet increasing demands resulting from the ongoing popularisation of higher education (Jericho, 2016 ). The increase in the number of colleges and universities has a positive effect in promoting economic development but with marginal benefits. (Julian, 2018 ).

Through reviewed the current relevant studies, it is found that there have limited studies that have simultaneously explored the effects of popularising higher education on economic growth and poverty alleviation. The previous research revealed that most studies have focused on the relations between popularisation of higher education and economic growth. However, a few empirical investigations have examined the effect of population segments with higher education and adult education (popularisation of higher education) on economic growth (GDP) and poverty reduction. Considering the scope and limitations of previous studies, it aimed to address the above research gap by investigating the effect of a population segment with high levels of higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line at a wide scale using panel data from 38 countries. The main research questions addressed in this study are as follows.

Q1: What is the effect of a population segment with higher education on GDP growth?

Q2: What is the effect of adult education on GDP growth?

Q3: What impact does a population segment with higher education have on reducing the proportion of those experiencing poverty?

Q4: What is the relation between an increased level of adult education and the proportion of the population experiencing poverty?

All these questions are relevant to an exploration of the effect of the population segment with higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line. This study is divided into several sections: the first section concentrates on examining the effect of popularising higher education on economic growth and the poverty line, the relationship between popularisation of higher education and poverty alleviation, and the relationship between popularisation of higher education and poverty alleviation. In the second section of method, to address this research gap, this study performed OLS and quantile regressions using data extracted from the OECD and World Bank databases for the period 1995–2021. An OLS regression model and a panel quantile model were used to analyse the effect of a population segment with higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line within 38 OECD countries. The impact of the proportion of people aged 24–64 years and 25–34 years who had completed higher education in relation to their peers on GDP and the proportion of people living in poverty in 38 OECD countries have been measured and analysed. The results and discussion have been provided at the last.

Literature review

The effect of popularising higher education on economic growth.

The population segment with higher education is regarded as an important contributor to economic growth, generating scientific knowledge and providing labour, which in turn increases human capital and productivity (Jungblut, 2017 ; Kalamova, 2020 ; Liu, 2017 ). As the scale of higher education expands, the emergence of knowledge power as a large-scale global phenomenon reflects the important role of an expanded educated labour force in the advancement of science and technology and the economy. For example, the relationship between higher education and economic development in European Union countries between 1997 and 2016 was analysed. Their findings revealed a statistically significant correlation between expanding higher education and economic growth in the selected countries. The one-way cause-and-effect relationship between education and economic development in these countries suggests that an increase in the proportion of the population enroled in higher education boosts economic performance. In addition, using a survey sample of 35 households, a retrospective study in Brazil, examined the role of educational expansion in reducing income inequality and poverty. Its findings suggest that it would take decades to reduce inequality and poverty in this country and that this outcome could only be achieved through a major expansion of the higher education sector. The growth needed to achieve this outcome would be considerable (Lamichhane et al., 2021 ). This reduction in inequality and poverty could only be achieved if optimistic assumptions about growth, matching job skills and the return on education do not fall short. In brief, education is not a panacea for reducing poverty and inequality. How three major stages of education contributed to the growth in labour productivity in 125 countries during the period 1999–2014 was also explored. They found that human capital is consistent with the educational returns of an average number of years of formal education at the levels of primary, secondary, and higher education. Their analysis showed that higher education had the greatest impact on labour productivity in the economies under study (Ledger et al., 2019 ). In addition, popularising higher education plays an important role in promoting economic growth, as the scale of higher education can guarantee the scale of human resources development by improving the quality of human resources and cultivating and distributing innovative scientific and technological talents. The scale of higher education guarantees the spread of science and technology and the popularisation of scientific and technological achievements (Mathias, 2023 ; Megyesiova and Lieskovska, 2018 ). The expanded scale of higher education worldwide has a spatial spillover effect on economic growth, which is strengthened through international cooperation in the fields of science and technology.

Popularising higher education also plays a direct role in cultivating and transporting scientific and technological talents to promote international scientific and technological cooperation (Mitic, 2018 ; Özdoğan Özbal, 2021 ; OECD, 2022 ; Pinheiro and Pillay, 2016 ). The scale of postgraduate education inhibited the total number of scientific and technological innovation achievements, indicating that there may be a trade-off between ‘quantity expansion’ and ‘quality upgrading’ of scientific and technological innovation achievements. Nevertheless, the positive effect on the number of high-tech innovation outcomes is significant, indicating that the supporting effect of graduate education on scientific and technological innovation is mainly concentrated in the high-tech fields (Pinheiro and Pillay, 2016 ; Rowe, 2019 ; Sahnoun and Abdennadher, 2022 ). The ‘talent increment’ of regional expansion and the ‘resource stock’ of graduate education have a combined promoting effect on high-tech innovation. There are differences in the effect of graduate education supporting high-tech innovation among provinces with different characteristics relating to the development of graduate education. The incremental expansion of high-quality talent is essential for enhancing the efficiency of material capital and stabilising the advantage of resource stocks. Using education statistics from OECD countries, Russia, and several other countries that participate in OECD education research, comparative and correlational analysis methods were applied to analyse how the scale of growth in young people’s participation in higher education is reflected in changes in their employment and economic activity. The results of their analysis showed that the growth in economic activity involving young graduates with a master’s degree exceeded that of college graduates after the 2009 financial crisis, and graduates fared better in the 2020 crisis, which was triggered by the COVID-19 pandemic.

The effect of popularisation of higher education on poverty alleviation

Popularisation of higher education is regarded as an essential factor contributing to poverty alleviation (Samo, 2022 ; Adams, 2013 ; Zapp, 2022 ). The higher education’s role in promoting economic growth can only be fully realised through the cultivation of talents suitable for the actual development situation of the country. Countries with food shortages, for example in Africa, also need to procure and train the right agricultural talent. Key drivers of sustainable agricultural production include access to improved technologies, sustainable growth of human, biological and natural resource capital, improvements in institutional performance and a favourable economic policy environment. Higher education graduates with the necessary ‘soft skills and business skills constitute an important pillar. Chakeredza ( 2008 ), who explored the effect of popularising higher education on poverty alleviation, suggested that the number of hungry people in Africa will continue to increase. Higher education in agriculture must be transformed, and efforts must focus on retaining faculty and on reviewing and redesigning institutional management systems, curriculum content and education delivery.

There are many reasons for poverty, with a lack of education being an important one. Insufficient quality education leads to educational poverty. Using PISA data, Agasisti et al. ( 2021 ) investigated the extent of educational poverty in European countries, considering its incidence, breadth, depth and severity. For this study, they adopted an additive multidimensional poverty measure proposed by Alkirew and Foster. Their findings indicated that between 2006 and 2015, the depth and severity of poverty decreased in most of the countries under study. Moreover, the incidence of educational poverty in many European countries was related mainly to student characteristics and school factors. The expansion of higher education has a positive effect on economic development and poverty reduction by improving work skills within the labour force. Increased enrolment in higher education encourages individuals born in families with low education levels to avail of higher education opportunities. Evidently, the expanded scale of higher education in the process of promoting economic growth has enhanced the equity effect of intergenerational social mobility. The expansion of higher education improves total factor productivity, thus promoting economic transformation and advancement globally (Samo, 2022 ; Adams, 2013 ; Zapp, 2022 ). Furthermore, the previous studies have shown that the structure of higher education talent training has a significant impact on economic development. Therefore, government departments need to make constant efforts to improve relevant systems and promote the optimisation and upgrading of the structure of higher education talent training to meet the needs of future economic development.

Theoretical underpinnings

The relationship between education and economic growth is a classic issue in the study of educational economics. For example, in Solow’s view, the growth of per capita output comes from per capita capital stock and technological progress, but capital investment has the problem of diminishing marginal returns, and the long-term sustainable development of the economy depends on technological progress (Solow, 1957 ). The emphasis on technological progress is a very important point in Solow’s growth theory. It was Schultz who systematically analyzed the contribution of education to economic growth. Influenced by the progress of economic growth theory and national accounting methods, Schulz proposed human capital theory in the process of explaining Solow residuals (Schultz, 1961 ). believes that once human capital is included in economic growth, it will solve the paradoxes and puzzles faced in economic growth research. Starting with the difference in income of different types of workers in the labour market, he found that education and health factors are the main reasons for the income difference, and further clarified that the reason for the income difference is the difference in labor productivity (Schultz, 1961 ). Schultz ( 1961 ) believes that human resources include the quantity and quality of labor, and he mainly focuses on the skills and knowledge of people who can improve labor productivity. As for how to measure human capital investment, Schulz believes that the cost of human capital can be measured in the same way as physical capital. Lucas ( 1988 ) focuses on the mechanism of human capital accumulation and why human capital does not show diminishing marginal returns like physical capital. Lucas divides the effect of human capital into internal effect and external effect. Romer ( 1990 ) internalised technological progress, revealed the relationship between human capital and technological progress, and proposed that the stock of human capital determines the economic growth rate, and it is human capital rather than population that determines economic growth. Romer starts with three hypotheses: first, technological progress is central to long-term economic growth; Second, technological progress is formed by people’s response to market incentives, and market incentives determine technological progress. Third, technology is a special kind of product, and once the cost of the initial input is produced, the technology can be reproduced indefinitely at no cost or very low cost.

In other words, higher education is more about improving students’ ability and productivity, thereby increasing students’ income, and promoting economic growth. Higher education mainly affects economic growth through two aspects: one is the same as Schulz’s improvement of individual ability, and the internal effect of human capital, which directly affects the production process (Schultz, 1961 ). Second, Lucas emphasised the external effect of human capital, and the comprehensive effect of human capital on the whole society, which has the characteristics of increasing marginal benefit (Lucas, 1988 ). It emphasises that the human capital invested in technological innovation and the existing knowledge and technology stock of the whole society jointly determine technological innovation.

Research hypotheses and analytical model

In this study, an OLS regression model and a panel quantile model were used to analyse the effect of a population segment with higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line within 38 OECD countries. The study’s hypotheses were as follows:

Hypothesis 1: The effect of a population segment with higher education has a positive impact on GDP growth.

Hypothesis 2: Some level of adult education has a positive impact on GDP growth.

Hypothesis 3: A population segment with higher education has a positive impact by reducing the proportion of the population experiencing poverty.

Hypothesis 4: An increase in the level of adult education has a positive impact by reducing the proportion of the population experiencing poverty.

The widely used Mankiw-Romer-Weil model was applied in this study. The overall level of development of higher education and the popularisation of higher education were considered core elements that independently promote economic development and alleviate poverty. The following model was constructed by incorporating the variable of quality higher education into the Solow model:

where Y it refers to the output of i country in t year. The independent variables Qit and P it respectively represent the scale of development and the degree of popularisation of higher education in i country in t year. The following specific model was constructed:

The independent variables were the proportion of people aged 25–64 years with higher education (A) and the proportion of people aged 25–34 years with higher education within the same age group (B). The first variable reflects the population segment that has completed higher education and can work in the corresponding age group. The second reflects the degree of popularisation of higher education. The proportion of those who have completed higher education in relation to their peers is in the normal state, which can reflect the enrolment rate for the previous process of higher education, thus indicating the degree of popularisation of higher education.

The dependent variables were GDP and the poverty line (D). GDP is a measure the overall level of a country’s economic and social development. The poverty line refers to the proportion of people living on less than US$1.25 a day as a percentage of the country’s total population or the proportion of people living in poverty. Thus, it reflects the level of equity in social development. The figure of US$2.15 is used in the World Bank’s index and is based on the purchasing power parity in 2017 (see Table 1 ).

Data sources and selection of variables

This study measured the impact of the proportion of people aged 24–64 years and 25–34 years who had completed higher education in relation to their peers on GDP and the proportion of people living in poverty in 28 OECD countries. Specifically, this study assessed the impact of the overall level of development of higher education and the degree of its popularisation (the breadth of development of higher education) on GDP (the height of development of economic and social development) and the poverty line (the breadth of development of economic and social development). Data were sourced from the OECD database and the World Bank website covering the period 1995–2021. This study selected 38 OECD countries for this study: the United States, UK, France, Germany, Italy, Canada, Ireland, the Netherlands, Belgium, Luxembourg, Austria, Switzerland, Norway, Iceland, Denmark, Sweden, Spain, Portugal, Greece, Turkey, Japan, Finland, Australia, New Zealand, Mexico, the Czech Republic, Hungary, Poland, South Korea, Slovakia, Chile, Slovenia, Estonia, Israel, Latvia, Lithuania Colombia and Costa Rica. Figure 1 shows the distribution of the 38 OECD countries. Of these countries, 20 were founding members of the OECD when it was established in 1961, while the remaining 18 subsequently became members. After 1994, OECD membership expanded rapidly. Five new members were added within three years. OECD then entered a period of accelerated development, and its operations and advancement reached an optimal stage. Therefore, this study selected data from the OECD database and the World Bank website covering the period 1995–2021 to explore the relationship between higher education and economic and social development in OECD member countries.

It expresses the geographical relations of the Atlantic region and simplifies the latitude and longitude lines and country symbols, highlighting the geographical distribution by highlighting OECD countries in color and other countries in apricot color.

The impact of the population segment with higher education on GDP growth

This study explored the impact of the population segment with higher education on GDP, taking the proportion of people aged 25–34 years who had completed higher education (B) and the proportion of people aged 25–64 years who had completed higher education (A) as the independent variables for the OLS regression. The square value of model R was 0.097, indicating that the two independent variables could explain 9.73% of the change in GDP. The model passed an F test ( F  = 46.137, p  = 0.000 < 0.05), indicating that at least one of the two independent variables impacted the GDP regression coefficient (C). The following formula was used:

The final analysis revealed that the regression coefficient value of A was 1.553 and the significance level was 0.01 ( t  = 7.141, p  = 0.000 < 0.01). Therefore, A had a significantly positive influence on C. Accordingly, the proportion of the population aged 25–64 years who had completed higher education, that is, the overall level of development of higher education was found to have a positive impact on GDP. The influence coefficient value was 1.533, indicating that an increase in the proportion of the population with completed higher education led to an increase in GDP.

The regression coefficient value of B was −0.813 at a 0.01 level of significance ( t  = −4.300, p  = 0.000 < 0.01), indicating that B had a significantly negative influence on C. The proportion of the population aged 25–34 years who had completed higher education, that is, the degree of popularisation of higher education had a negative effect on GDP, and the influence coefficient value was −0.813.

The negative impact on economic and social development caused by an increase in the popularity of higher education and the proportion of young people’s higher education experience may be attributed to the excess capacity of higher education. The development of higher education should be adapted to the national context. An excess of higher education and a lack of investment lead to a rise in the social cost of education and a decline in social outputs, which hinder social and economic development. At the same time, young people aged between 25 and 34 years occupy the position of’ export’ in the education process. With the increasing popularity of higher education, the supply of talents in the labour market generated through the recruitment of former higher education exceeds the demand for graduates with higher education within recruiting organisations. Consequently, issues such as wasted educational resources and knowledge, unemployment, excessive education, excess talents, an imbalance in the structure of higher education, excessive expansion and decreasing compatibility undermine economic operations and hinder GDP growth.

In this study, the variance decomposition and Pearson coefficient based on covariance calculation were analyzed. The variable of the number of 25–34-year-old who have completed higher education as a percentage of their peers explains 50.74% of the change in GDP. The variable of the proportion of 25–64-year-old who have completed higher education explains 49.26% of the change in GDP. The variable of 25- to 34-year-olds who completed higher education as a percentage of their peers explained 45.88% of the change in poverty line. The variable of the proportion of people aged 25–64 who have completed higher education explains 54.12% of the change in GDP (See Table 2 ).

The proportion of people aged 25–34 who have completed higher education in their peers and the proportion of people aged 25–64 who have completed higher education in their peers, GDP and poverty line showed significant correlation coefficients. The correlation between the proportion of people who have completed higher education at the age of 25–34 and the proportion of people who have completed higher education at the age of 25–64 is 0.931, and shows a significance of 0.01, which indicates that there is a significant positive correlation between the proportion of people who have completed higher education at the age of 25–34 and the proportion of people who have completed higher education at the age of 25–64. The correlation between the proportion of the number of people who have completed higher education at the age of 25–34 and the GDP is 0.209, and the significance is 0.01, which indicates that there is a significant positive correlation between the number of people who have completed higher education at the age of 25–34 and the GDP. The correlation between the number of people who have completed higher education and the poverty line at the age of 25–34 is −0.365, with a significance of 0.01, indicating a significant negative correlation between the number of people who have completed higher education and the poverty line at the age of 25–34 (See Table 2 ).

White test and BP test were used in this study. The test null hypothesis is that the model has no heteroscedasticity. The table above shows that both tests reject the null hypothesis ( p  < 0.05), indicating that the model does have heteroscedasticity. When there is a heteroscedasticity problem, Robust and robust standard false regression is used (See Table 3 ).

The impact of a population segment with higher education on the poverty line

This study also explored the impact of a population segment with higher education on the poverty line. Specifically, this study performed an OLS regression in which the proportion of people aged 25–34 years who had completed higher education (B) and the proportion of those aged 25–64 years who had completed higher education (A) were the independent variables. As Table 2 shows, the R squared value was 0.134. This means that variables A and B could explain 13.37% of the change in the poverty line (D). The model passed the F test ( F  = 48.771, p  = 0.000 < 0.05), which means that at least one variable (A or B) had an impact on the poverty line. The formula for the change in the poverty line was expressed as follows:

The final analysis revealed that the regression coefficient value of the proportion of people aged 25–64 years who had completed higher education (A) was 0.005 but with no significance ( t  = 0.428, p  = 0.669 > 0.05), indicating that the population segment with higher education did not have an impact on the poverty line.

The regression coefficient value of the proportion of people aged 25–34 years who had completed higher education (B) was −0.048 at a significance level of 0.01 ( t  = −4.305, p  = 0.000 < 0.01), which means that in relation to their peers, the proportion of people aged 25–34 years who had completed higher education had a significantly negative impact on the proportion of poor people. A higher proportion of people aged 25–34-years who had completed higher education corresponded to a higher penetration rate of higher education and a lower proportion of those living in poverty. This phenomenon can be attributed to OECD’s support for the development of higher education in various countries. When the development of higher education reaches a certain level, the reduction of the proportion of the population segment experiencing poverty will no longer be affected by a simple expansion of the scale of extended higher education and the superposition of the total number of highly educated human resources. It will be influenced more by the reasonable distribution of educational resources and educational equity within higher education and its popularisation, that is, the increase in the proportion of the school-aged population aged 25–34 years based on the increase of the previous enrolment rate (see Table 4 ).

The effect of adult education on GDP growth

For quantile regression analysis, a total of nine models (with decimal points ranging from 0.10 to 0.90 and at intervals of 0.10) were estimated in this analysis, which aimed to explore the impact of the independent variables A and B on the dependent variable, GDP (C). When the quantile value was between 0.1 and 0.3, the proportion of the population aged 25–64 years who had completed higher education (A) had no significant positive impact on GDP growth, indicating that the development of higher education did not significantly affect economic and social development in poorer OECD countries. When the quantile value was between 0.4 and 0.6, the level of development of higher education had a significantly negative impact on economic and social development. Thus, for a country that had developed over a period, the advancement of higher education required multiple inputs, such as capital, material, and human resources.

During the early stage of the development of higher education, such inputs may, however, have a negative and weakening impact on social and economic development. The added cost of education and the lag between the output of educational achievements and the input of talents puts increased pressure on economic and social development during a certain period. When the quantile value was 0.7 or higher, the improvement of the overall level of higher education had a significantly positive impact on GDP growth, indicating the realisation of the talent training outcomes of higher education. Teaching and research outcomes were thus transformed into socially productive resources and power, with talents with higher education contributing to economic and social development.

When the quantile value was 0.1, the proportion of people aged 25–34 years who had completed higher education in relation to their peers (variable B), indicating the popularisation of higher education, had no significant impact on GDP growth. Thus, in extremely backward countries, the popularisation of higher education had little effect on economic and social development. When the quantile value ranged between 0.2 and 0.6, the popularisation of higher education had a significantly positive effect on GDP growth, indicating its contribution to economic growth.

When the quantile value was 0.7, the influence of variable B on variable C was no longer significant, indicating that social development would soon face the problem of overcapacity in higher education. When it exceeded 0.7, the ratio of eligible people aged 25–34 years who had completed higher education in relation to their peers had a significantly negative impact on GDP growth, revealing that with the development of the economy, society and education, higher education had become overexpanded. Thus, the cost of investing in education exceeded the social benefits, leading to overcapacity whereby the supply of higher education talents exceeded the demand. This situation led to wasted educational resources and excessive competition of talents, hindering economic growth (See Table 5 ).

The increased level of adult education and the proportion of the population experiencing poverty

Using the same model, this study explored the influence of the independent variables, A and B, on the poverty line (dependent variable D). The proportion of the population aged 25–64 years who had completed higher education (independent variable A) had no significant influence on the proportion of the population living in poverty, indicating that popularisation of education and economic and social development have been achieved to a certain extent in OECD countries, and improvements targeting the population experiencing poverty could no longer be achieved simply by increasing the volume and quantity of higher education. When the quantile value was 0.1, the proportion of people aged 25–34 years who had completed higher education in relation to their peers (independent variable B) had no significant effect on the proportion of the population experiencing poverty (dependent variable D). Therefore, the strategy of increasing higher education enrolment and the ratio of the eligible population through the fair allocation of educational resources, and thus the popularisation of education, would not be effective for a small population segment experiencing poverty. In other words, the population segment experiencing poverty in highly developed countries is less receptive to the popularisation of higher education. When the quantile value was 0.2, the independent variable, B, had a significantly positive impact on the dependent variable D, that is, an increase in the popularity of higher education led to an increase in the population segment experiencing poverty. This phenomenon can be interpreted as reflecting the inherent disadvantages of the welfare state in the field of education. A rise in the number of eligible young people aged 25–34 years who have completed higher education reflects the development trend of higher education towards fairness and popularisation following the redistribution of higher education resources.

The fair distribution of higher education resources leads to a lack of competition in the areas of teaching and career development. To a certain extent, reducing students’ willingness and enthusiasm to work may lead to poverty caused by the failure to achieve teaching results. When the quantile value was between 0.3 and 0.4, the independent variable, B, had no significant influence on the dependent variable D. In relatively poor countries, the popularisation of higher education contributes little to reducing the degree of poverty, so it may be necessary to explore ways of alleviating poverty from the perspective of improving the overall level and expanding the scale of basic higher education. When the quantile value was 0.5 or above, the independent variable B had a significantly negative impact on the dependent variable D, indicating that for countries with a relatively high proportion of their population experiencing poverty, the following strategy would be more effective.

Considering the quantile data, this study deemed that the degree of sensitivity of countries at different stages of economic development to the level of development and popularisation of higher education could be more intuitively evaluated using a radar map (see Fig. 2 ). Countries with sub-points 0.1–0.9 were defined along a spectrum as extremely backward, backward, moderately backward, slightly backward, moderate, preliminarily developed, moderately developed, developed, and highly developed. From the perspective of economic development, increasing the proportion of young people who complete higher education and popularising higher education had an obvious positive effect in backward and medium-developed countries, whereas the effect in highly developed countries was not obvious. Overall, the sensitivity of OECD countries to the high level of education penetration was found to be higher than the level of development of higher education. From the perspective of equitable economic development, the overall level of development of higher education had no significant impact on the poverty link in OECD countries, whereas OECD countries with differing economic development backgrounds and at varying stages of development evidenced relatively significant and stable sensitivity to the proportion of young and middle-aged people who completed higher education and the popularisation of higher education.

The dashed line represents the proportion of people aged 25–34 years who have completed higher education. The solid line represents the proportion of people aged 25–64 years who have completed higher education, the impact of the overall level of higher education.

Our findings indicated that population segments with higher education had a significantly positive impact on GDP growth in 38 OECD countries. An increase in the proportion of the population segment of working age who completed higher education was found to contribute to GDP growth. Moreover, an improvement in the popularity of higher education played a positive role during the initial stage of economic and social development.

At the same time, oversupply and overcapacity may result from a continuous improvement of higher education. A very large number of young people who have completed higher education can lead to excessive competition and wasted academic qualifications (Mathias, 2023 ; Megyesiova and Lieskovska, 2018 ). In turn, higher education knowledge unemployment, overinvestment, a structural imbalance, disorderly expansion and wasted resources can occur, which have detrimental impacts on economic operations.

Some studies have shown that strengthening the quality of higher education helps to improve cognitive abilities within the labour force, thereby enhancing the growth of the knowledge economy (Ainscow, 2020 ; Bamberger and Kim, 2022 ). Other studies have reported regional heterogeneity relating to the marginal effect of improving the quality of higher education on economic growth. Some scholars have analysed the influence of the quality of higher education on economic development from the perspective of human capital investment theory. Their findings indicate that the quality of higher education determines the composition and growth trend of social human capital. Because of differences in the degrees of development of different economies, the quality of higher education has a phased influence on economic growth (Balestra and Ruiz, 2015 ; Brand, 2021 ). Case studies of African developing countries by international scholars have revealed that quality factors are key to realising the economic development function of higher education. From the perspectives of both efficient financial investments by states in education poverty alleviation and the effects of economic, time and emotional investments of poor families and individuals in education poverty alleviation, it is necessary to take the return on education into consideration. Moreover, it is important to respond to reasonable concerns regarding the return on education for poor people and to strengthen their cognitive capacities to rationalise as well as their expectations regarding returns on education (Li et al., 2023 ). In this way, the intention to participate and behaviour of anti-poverty education will be generated, and the strategic upgrading of poverty alleviation combined with the promotion of aspirations and cognitive capacities will be emphasised.

Implications

Our use of panel data from 38 countries to deepen understanding of the effect of popularising higher education on economic growth and poverty reduction also has practical implications. The economic, social, and higher education undertakings in OECD countries evidence a certain level of development. The population segment with higher education has no significant impact on reducing the proportion of the population segment experiencing poverty. Simply increasing the proportion of people who complete higher education and expanding the scale of higher education will not effectively reduce poverty (Li and Xue, 2021 ). Providing more educational opportunities to poor people through the slanting of educational resources can help to reduce the proportion of poor people (Ainscow, 2020 ; Bamberger and Kim, 2022 ). For example, popularising higher education plays a key role to influence a country’s development level and scientific and technological innovation drives the deepening of a country’s economy (Bamberger and Kim, 2022 ). Technological progress is the core of economic growth, scientific and technological innovation brings technological change and development in all aspects, human capital promotes economic growth, and higher education trains talents and improves the capital attribute of human (Camilla, 2023 ). For endogenous economic growth theory, the economy does not rely on external forces to achieve sustained growth, and endogenous technological progress determines sustained economic growth. Popularising higher education worldwide brings the accumulation of human capital, improves the quality of workers, and scientific and technological innovation makes technological progress and high-quality economic development, practically. Human capital accumulation is also the process of continuous input of labour force, which covers the accumulation of human capital by labour force factors in formal education, training, and other learning processes. From the perspective of human capital, popularising higher education is the most direct and efficient way to promote the accumulation of human capital and improve the quality of labour force (Balestra and Ruiz, 2015 ; Brand, 2021 ). The popularisation degree of higher education is one of the important indicators to measure the development level of a country’s economic, and it is also the common trend of the development of higher education in all countries after World War II. In this transitional era, how to continue the achievements of higher education in the popular era and solve the existing problems as soon as possible is the heavy responsibility of our times. Therefore, at the initial stage of popularisation of higher education, it is necessary to re-examine the process of higher education popularisation globally and explore the internal logics between the popularisation of higher education and Sustainable Development Goal of inclusive and equitable quality education (Ainscow, 2020 ; Bamberger and Kim, 2022 ).

For policy suggestions, this study suggests that both national and local governments worldwide should pay much attention to the popularisation degree of higher education to greatly improve the innovative ability of talents and scientific and technological innovation in higher education. For example, they could promote scientific and technological innovation in an organised manner to serve national and regional economic and social development. Faced with the current situation in which global higher education has entered a stage of popularisation and new challenges and problems in serving regional economic and social development, national governments should continue to optimise the distribution and structure of higher education resources to support different regions, focusing on the major strategy of enhancing national competitiveness, serving economic and social development, and promoting common prosperity.

Contributions

This study novelty contributes on examining how popularising higher education affects economic growth and poverty alleviation, conceptually, methodologically, and practically. For instance, this study focuses on epitomising the conceptual and analytical model to explore the effects of higher education and adult education within populations (popularisation of higher education) on economic growth (gross domestic product; GDP) and the poverty line. In addition, this study novelty combines both Mankiw-Romer-Weil model Solow model to investigate the effects of higher education and adult education within populations on economic growth and the poverty through OLS regression model and quantile model. For the practical aspect, this study practically uncovers the implicit significance of the popularisation of higher education for advocating UNESCO’s aim of developing inclusive and equitable quality education to achieve the fourth Sustainable Development Goal.

Limitations

This study had some limitations. Data could have been collected from a larger sample of OECD countries to explore the effect of population segments with higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line. In addition, a qualitative component could be included in future studies to uncover the cultural and historical contexts of the effect of popularising higher education on economic growth and poverty reduction at the local level. Future studies should also investigate the causal relationship between the popularisation of higher education and economic growth. Additional empirical data and advanced research methods can be used to enable a shift from correlation to causality.

In conclusion, this study examined the effect of the population segment with higher education and adult education (popularisation of higher education) on economic growth (GDP) and the poverty line using panel data from 38 countries. The population segment with higher education was found to have a significant positive impact on promoting GDP growth. An increase in the proportion of the working-age population segment that had completed higher education was evidently conducive to GDP growth. Popularisation of higher education was also found to play a positive role in the initial stage of economic and social development.

Data availability

The data of OECD country GDP is retrieved from https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?locations=1W , The data of OECD country poverty line is retrieved from https://data.worldbank.org/indicator/SI.POV.DDAY?locations=1W&start=1984&view=chart , The data of OECD country Population with tertiary education 25–34-year-old is retrieved from https://data.oecd.org/eduatt/population-with-tertiary-education.htm#indicator-chart , The data of OECD country Percentage of 25–64-year old’s who have completed higher education (%) is retrieved from https://data.oecd.org/eduatt/adult-education-level.htm#indicator-chart , The datasets generated during and/or analysed during the current study are available in Harvard Dataverse https://doi.org/10.7910/DVN/TP43QS .

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Acknowledgements

This study is funded by 2021 National Social Science Foundation of Higher Education Ideological and Political Course research (Key project) Ideological and Political Education System Construction System Mechanism Research in New Era (No.: 21VSZ004).

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Institute of International and Comparative Education, Beijing Normal University, Beijing, 100875, China

China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, 100875, China

Eryong Xue, Yukai Wei & Yunshu He

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Li, J., Xue, E., Wei, Y. et al. How popularising higher education affects economic growth and poverty alleviation: empirical evidence from 38 countries. Humanit Soc Sci Commun 11 , 520 (2024). https://doi.org/10.1057/s41599-024-03013-5

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current events conversation

What Students Are Saying About How to Improve American Education

An international exam shows that American 15-year-olds are stagnant in reading and math. Teenagers told us what’s working and what’s not in the American education system.

By The Learning Network

Earlier this month, the Program for International Student Assessment announced that the performance of American teenagers in reading and math has been stagnant since 2000 . Other recent studies revealed that two-thirds of American children were not proficient readers , and that the achievement gap in reading between high and low performers is widening.

We asked students to weigh in on these findings and to tell us their suggestions for how they would improve the American education system.

Our prompt received nearly 300 comments. This was clearly a subject that many teenagers were passionate about. They offered a variety of suggestions on how they felt schools could be improved to better teach and prepare students for life after graduation.

While we usually highlight three of our most popular writing prompts in our Current Events Conversation , this week we are only rounding up comments for this one prompt so we can honor the many students who wrote in.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Put less pressure on students.

One of the biggest flaws in the American education system is the amount of pressure that students have on them to do well in school, so they can get into a good college. Because students have this kind of pressure on them they purely focus on doing well rather than actually learning and taking something valuable away from what they are being taught.

— Jordan Brodsky, Danvers, MA

As a Freshman and someone who has a tough home life, I can agree that this is one of the main causes as to why I do poorly on some things in school. I have been frustrated about a lot that I am expected to learn in school because they expect us to learn so much information in such little time that we end up forgetting about half of it anyway. The expectations that I wish that my teachers and school have of me is that I am only human and that I make mistakes. Don’t make me feel even worse than I already am with telling me my low test scores and how poorly I’m doing in classes.

— Stephanie Cueva, King Of Prussia, PA

I stay up well after midnight every night working on homework because it is insanely difficult to balance school life, social life, and extracurriculars while making time for family traditions. While I don’t feel like making school easier is the one true solution to the stress students are placed under, I do feel like a transition to a year-round schedule would be a step in the right direction. That way, teachers won’t be pressured into stuffing a large amount of content into a small amount of time, and students won’t feel pressured to keep up with ungodly pacing.

— Jacob Jarrett, Hoggard High School in Wilmington, NC

In my school, we don’t have the best things, there are holes in the walls, mice, and cockroaches everywhere. We also have a lot of stress so there is rarely time for us to study and prepare for our tests because we constantly have work to do and there isn’t time for us to relax and do the things that we enjoy. We sleep late and can’t ever focus, but yet that’s our fault and that we are doing something wrong. School has become a place where we just do work, stress, and repeat but there has been nothing changed. We can’t learn what we need to learn because we are constantly occupied with unnecessary work that just pulls us back.

— Theodore Loshi, Masterman School

As a student of an American educational center let me tell you, it is horrible. The books are out dated, the bathrooms are hideous, stress is ever prevalent, homework seems never ending, and worst of all, the seemingly impossible feat of balancing school life, social life, and family life is abominable. The only way you could fix it would be to lessen the load dumped on students and give us a break.

— Henry Alley, Hoggard High School, Wilmington NC

Use less technology in the classroom (…or more).

People my age have smaller vocabularies, and if they don’t know a word, they just quickly look it up online instead of learning and internalizing it. The same goes for facts and figures in other subjects; don’t know who someone was in history class? Just look ‘em up and read their bio. Don’t know how to balance a chemical equation? The internet knows. Can’t solve a math problem by hand? Just sneak out the phone calculator.

My largest grievance with technology and learning has more to do with the social and psychological aspects, though. We’ve decreased ability to meaningfully communicate, and we want everything — things, experiences, gratification — delivered to us at Amazon Prime speed. Interactions and experiences have become cheap and 2D because we see life through a screen.

— Grace Robertson, Hoggard High School Wilmington, NC

Kids now a days are always on technology because they are heavily dependent on it- for the purpose of entertainment and education. Instead of pondering or thinking for ourselves, our first instinct is to google and search for the answers without giving it any thought. This is a major factor in why I think American students tests scores haven’t been improving because no one wants to take time and think about questions, instead they want to find answers as fast as they can just so they can get the assignment/ project over with.

— Ema Thorakkal, Glenbard West HS IL

There needs to be a healthier balance between pen and paper work and internet work and that balance may not even be 50:50. I personally find myself growing as a student more when I am writing down my assignments and planning out my day on paper instead of relying on my phone for it. Students now are being taught from preschool about technology and that is damaging their growth and reading ability. In my opinion as well as many of my peers, a computer can never beat a book in terms of comprehension.

— Ethan, Pinkey, Hoggard High School in Wilmington, NC

Learning needs to be more interesting. Not many people like to study from their textbooks because there’s not much to interact with. I think that instead of studying from textbooks, more interactive activities should be used instead. Videos, websites, games, whatever might interest students more. I’m not saying that we shouldn’t use textbooks, I’m just saying that we should have a combination of both textbooks and technology to make learning more interesting in order for students to learn more.

— Vivina Dong, J. R. Masterman

Prepare students for real life.

At this point, it’s not even the grades I’m worried about. It feels like once we’ve graduated high school, we’ll be sent out into the world clueless and unprepared. I know many college students who have no idea what they’re doing, as though they left home to become an adult but don’t actually know how to be one.

The most I’ve gotten out of school so far was my Civics & Economics class, which hardly even touched what I’d actually need to know for the real world. I barely understand credit and they expect me to be perfectly fine living alone a year from now. We need to learn about real life, things that can actually benefit us. An art student isn’t going to use Biology and Trigonometry in life. Exams just seem so pointless in the long run. Why do we have to dedicate our high school lives studying equations we’ll never use? Why do exams focusing on pointless topics end up determining our entire future?

— Eliana D, Hoggard High School in Wilmington, NC

I think that the American education system can be improved my allowing students to choose the classes that they wish to take or classes that are beneficial for their future. Students aren’t really learning things that can help them in the future such as basic reading and math.

— Skye Williams, Sarasota, Florida

I am frustrated about what I’m supposed to learn in school. Most of the time, I feel like what I’m learning will not help me in life. I am also frustrated about how my teachers teach me and what they expect from me. Often, teachers will give me information and expect me to memorize it for a test without teaching me any real application.

— Bella Perrotta, Kent Roosevelt High School

We divide school time as though the class itself is the appetizer and the homework is the main course. Students get into the habit of preparing exclusively for the homework, further separating the main ideas of school from the real world. At this point, homework is given out to prepare the students for … more homework, rather than helping students apply their knowledge to the real world.

— Daniel Capobianco, Danvers High School

Eliminate standardized tests.

Standardized testing should honestly be another word for stress. I know that I stress over every standardized test I have taken and so have most of my peers. I mean they are scary, it’s like when you take these tests you bring your No. 2 pencil and an impending fail.

— Brennan Stabler, Hoggard High School in Wilmington, NC

Personally, for me I think standardized tests have a negative impact on my education, taking test does not actually test my knowledge — instead it forces me to memorize facts that I will soon forget.

— Aleena Khan, Glenbard West HS Glen Ellyn, IL

Teachers will revolve their whole days on teaching a student how to do well on a standardized test, one that could potentially impact the final score a student receives. That is not learning. That is learning how to memorize and become a robot that regurgitates answers instead of explaining “Why?” or “How?” that answer was found. If we spent more time in school learning the answers to those types of questions, we would become a nation where students are humans instead of a number.

— Carter Osborn, Hoggard High School in Wilmington, NC

In private school, students have smaller class sizes and more resources for field trips, computers, books, and lab equipment. They also get more “hand holding” to guarantee success, because parents who pay tuition expect results. In public school, the learning is up to you. You have to figure stuff out yourself, solve problems, and advocate for yourself. If you fail, nobody cares. It takes grit to do well. None of this is reflected in a standardized test score.

— William Hudson, Hoggard High School in Wilmington, NC

Give teachers more money and support.

I have always been told “Don’t be a teacher, they don’t get paid hardly anything.” or “How do you expect to live off of a teachers salary, don’t go into that profession.” As a young teen I am being told these things, the future generation of potential teachers are being constantly discouraged because of the money they would be getting paid. Education in Americans problems are very complicated, and there is not one big solution that can fix all of them at once, but little by little we can create a change.

— Lilly Smiley, Hoggard High School

We cannot expect our grades to improve when we give teachers a handicap with poor wages and low supplies. It doesn’t allow teachers to unleash their full potential for educating students. Alas, our government makes teachers work with their hands tied. No wonder so many teachers are quitting their jobs for better careers. Teachers will shape the rest of their students’ lives. But as of now, they can only do the bare minimum.

— Jeffery Austin, Hoggard High School

The answer to solving the American education crisis is simple. We need to put education back in the hands of the teachers. The politicians and the government needs to step back and let the people who actually know what they are doing and have spent a lifetime doing it decide how to teach. We wouldn’t let a lawyer perform heart surgery or construction workers do our taxes, so why let the people who win popularity contests run our education systems?

— Anders Olsen, Hoggard High School, Wilmington NC

Make lessons more engaging.

I’m someone who struggles when all the teacher does is say, “Go to page X” and asks you to read it. Simply reading something isn’t as effective for me as a teacher making it interactive, maybe giving a project out or something similar. A textbook doesn’t answer all my questions, but a qualified teacher that takes their time does. When I’m challenged by something, I can always ask a good teacher and I can expect an answer that makes sense to me. But having a teacher that just brushes off questions doesn’t help me. I’ve heard of teachers where all they do is show the class movies. At first, that sounds amazing, but you don’t learn anything that can benefit you on a test.

— Michael Huang, JR Masterman

I’ve struggled in many classes, as of right now it’s government. What is making this class difficult is that my teacher doesn’t really teach us anything, all he does is shows us videos and give us papers that we have to look through a textbook to find. The problem with this is that not everyone has this sort of learning style. Then it doesn’t help that the papers we do, we never go over so we don’t even know if the answers are right.

— S Weatherford, Kent Roosevelt, OH

The classes in which I succeed in most are the ones where the teachers are very funny. I find that I struggle more in classes where the teachers are very strict. I think this is because I love laughing. Two of my favorite teachers are very lenient and willing to follow the classes train of thought.

— Jonah Smith Posner, J.R. Masterman

Create better learning environments.

Whenever they are introduced to school at a young age, they are convinced by others that school is the last place they should want to be. Making school a more welcoming place for students could better help them be attentive and also be more open minded when walking down the halls of their own school, and eventually improve their test scores as well as their attitude while at school.

— Hart P., Bryant High School

Students today feel voiceless because they are punished when they criticize the school system and this is a problem because this allows the school to block out criticism that can be positive leaving it no room to grow. I hope that in the near future students can voice their opinion and one day change the school system for the better.

— Nico Spadavecchia, Glenbard West Highschool Glen Ellyn IL

The big thing that I have struggled with is the class sizes due to overcrowding. It has made it harder to be able to get individual help and be taught so I completely understand what was going on. Especially in math it builds on itself so if you don’t understand the first thing you learn your going to be very lost down the road. I would go to my math teacher in the morning and there would be 12 other kids there.

— Skyla Madison, Hoggard High School in Wilmington, NC

The biggest issue facing our education system is our children’s lack of motivation. People don’t want to learn. Children hate school. We despise homework. We dislike studying. One of the largest indicators of a child’s success academically is whether or not they meet a third grade reading level by the third grade, but children are never encouraged to want to learn. There are a lot of potential remedies for the education system. Paying teachers more, giving schools more funding, removing distractions from the classroom. All of those things are good, but, at the end of the day, the solution is to fundamentally change the way in which we operate.

Support students’ families.

I say one of the biggest problems is the support of families and teachers. I have heard many success stories, and a common element of this story is the unwavering support from their family, teachers, supervisors, etc. Many people need support to be pushed to their full potential, because some people do not have the will power to do it on their own. So, if students lived in an environment where education was supported and encouraged; than their children would be more interested in improving and gaining more success in school, than enacting in other time wasting hobbies that will not help their future education.

— Melanie, Danvers

De-emphasize grades.

I wish that tests were graded based on how much effort you put it and not the grade itself. This would help students with stress and anxiety about tests and it would cause students to put more effort into their work. Anxiety around school has become such a dilemma that students are taking their own life from the stress around schoolwork. You are told that if you don’t make straight A’s your life is over and you won’t have a successful future.

— Lilah Pate, Hoggard High School in Wilmington, NC

I personally think that there are many things wrong with the American education system. Everyone is so worried about grades and test scores. People believe that those are the only thing that represents a student. If you get a bad grade on something you start believing that you’re a bad student. GPA doesn’t measure a students’ intelligence or ability to learn. At young ages students stop wanting to come to school and learn. Standardized testing starts and students start to lose their creativity.

— Andrew Gonthier, Hoggard High School in Wilmington, NC

Praise for great teachers

Currently, I’m in a math class that changed my opinion of math. Math class just used to be a “meh” for me. But now, my teacher teachers in a way that is so educational and at the same time very amusing and phenomenal. I am proud to be in such a class and with such a teacher. She has changed the way I think about math it has definitely improve my math skills. Now, whenever I have math, I am so excited to learn new things!

— Paulie Sobol, J.R Masterman

At the moment, the one class that I really feel supported in is math. My math teachers Mrs. Siu and Ms. Kamiya are very encouraging of mistakes and always are willing to help me when I am struggling. We do lots of classwork and discussions and we have access to amazing online programs and technology. My teacher uses Software called OneNote and she does all the class notes on OneNote so that we can review the class material at home. Ms. Kamiya is very patient and is great at explaining things. Because they are so accepting of mistakes and confusion it makes me feel very comfortable and I am doing very well in math.

— Jayden Vance, J.R. Masterman

One of the classes that made learning easier for me was sixth-grade math. My teacher allowed us to talk to each other while we worked on math problems. Talking to the other students in my class helped me learn a lot quicker. We also didn’t work out of a textbook. I feel like it is harder for me to understand something if I just read it out of a textbook. Seventh-grade math also makes learning a lot easier for me. Just like in sixth-grade math, we get to talk to others while solving a problem. I like that when we don’t understand a question, our teacher walks us through it and helps us solve it.

— Grace Moan, J R Masterman

My 2nd grade class made learning easy because of the way my teacher would teach us. My teacher would give us a song we had to remember to learn nouns, verbs, adjectives, pronouns, etc. which helped me remember their definitions until I could remember it without the song. She had little key things that helped us learn math because we all wanted to be on a harder key than each other. She also sang us our spelling words, and then the selling of that word from the song would help me remember it.

— Brycinea Stratton, J.R. Masterman