write an essay about the link between education and protection

Education Essay Samples: Choose Yours to Get A+

What is an essay on education?

It’s a paper that students write in school or college to tell why education is important (1). The rules of structuring and formatting it are standard:

Hook readers and introduce a thesis.
Provide arguments and evidence in the body to support your statement.
Write a conclusion restating the thesis and summarizing the body.

In this article, you’ll find three samples of education essays. All are of different lengths. Choose one that fits your assignment best, and feel free to use it as an example for writing your paper like a boss.

Importance of Education: Essay (250 words)

When asked to write an essay about the importance of education, check this sample for inspiration.

College Essay on Importance of Education (300 words)

A 300-word paper has a more complex structure. You can divide it into three paragraphs. Or, create a five-paragraph story with three parts in a body. It all depends on how you craft a thesis and how many arguments you have.

Bonus: How to Write a 300 Words Essay

500 Word Essay on Why Education Is Important

“Why is education important” essay can be long, too. If you get an assignment to write a 500+ word paper on this topic, here you have a sample to check.

What is education essay?

It is a short academic paper students write in school or college to explain the importance of education to the audience. It has a corresponding thesis statement and requires arguments and evidence to prove its relevance.

What is the purpose of education essay?

The purpose (2) is to explain the role of education and persuade readers of this idea with arguments and evidence.

When writing, a student can use facts, statistics, and examples to support the arguments. Topics are numerous, but all relate to the idea that education is crucial for young generations and society in general.

How long is an essay on why education is important?

The length varies from 150 to 750 words. It depends on the assignment or how in-depth you intend to go on the topic and structure your academic paper.

Thus, a 150-word paper will be one paragraph, which is prevalent for middle school students. For 500-word essays, the structure is as follows: education essay introduction, body, and conclusion.

The longer your essay, the more structured and in-depth it will be.

Ready to Write Your Essay on Education?

I hope the examples from this article have helped you learn how to write an essay on importance of education. Whatever the length, please structure it accordingly: Follow the rules of academic writing. Use arguments and provide evidence.

An essay on education isn’t that challenging to write. Don’t be afraid to share your thoughts on the topic. Even a controversial idea works if you know how to spark readers with it.

References:

https://www.uopeople.edu/blog/10-reasons-why-is-education-important/
https://kinginstitute.stanford.edu/king-papers/documents/purpose-education
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Persuasive Essay: Why is Education Important in Our Society?

Introduction.

Education is more than just learning from books, and it is a shame that a lot of schools do not see that it is more than just a curriculum and school score. A good education can teach a child how to learn so that the child may take up independent learning as an adult. Education may also teach a child how to reason so that a child does not grow up to be ignorant.

I will show you the two best reasons why education is important in our society.

Persuasive point 1

The biggest selling point for education in our society is the fact that it helps people learn “how” to learn. It is not about the knowledge they accumulate, it is the way a child is taught how to “learn” things. A child may come away from school not knowing a lot of the course, but if that child has been taught how to learn, then that child may become an adult that learns everything he or she needs in life. Otherwise, that child may grow up to be a person that cannot see the obvious because he or she cannot reason and consciously learn new things.

Persuasive point 2

Education teaches people how to reason, and if they are taught how to reason well, then they help subdue their own thoughts of ignorance. For example, there are lots of posts and websites on the Internet about childhood vaccinations and how dangerous they are. Ignorant people than never learned how to reason will look at them, believe them and support them. If a person is taught how to reason then he or she will know how to recognize empirical evidence.

That person would look at all the people in the US that have had childhood injections (most of them) and then look at all the people with autism. They would reason that if childhood vaccinations caused autism then most of the people in the US would have autism. If a person is taught how to reason then that person may see how people that smoke seem more likely to develop emphysema than people that do not smoke. They would then reason there is a link between smoking and emphysema. This sort of reasoning can be taught in schools, and if children are not taught it then they walk around risking their children’s lives by not vaccinating them, and walk around smoking because their daddy smoked for years and it never hurt him.

If education is not seen as important, then one day it will just be all about school scores and hitting the factors of a curriculum. There will be a day when children start to hate learning because school put them off it for life (this already happens in some cases). Plus, without education teaching people how to reason things out and teaching them how to separate what is fact from what is faulty evidence, then our society will become more and more ignorant until a smarter country simply marches over and takes our country from under out ignorant noses.

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The right to education

Education is a basic human right that works to raise men and women out of poverty, level inequalities and ensure sustainable development. But worldwide 244 million children and youth are still out of school for social, economic and cultural reasons. Education is one of the most powerful tools in lifting excluded children and adults out of poverty and is a stepping stone to other fundamental human rights. It is the most sustainable investment. The right to quality education is already firmly rooted in the Universal Declaration of Human Rights and international legal instruments, the majority of which are the result of the work of UNESCO and the United Nations.

What you need to know about the right to education
Q&A with the UN Special Rapporteur on the right to education

Understanding the right to education

Enforcing the right to education.

Developing norms and standards

in reviewing and developing education legal and policy frameworks

Responding to challenges

The start of a global conversation

Say no to discrimination in education! - #RightToEducation campaign

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Monitoring SDG 4: access to education

Resources from UNESCO’s Global Education Monitoring Report.

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Making Schools Safe for Students

High-profile school shootings, like the one at Marjory Stoneman Douglas High School in Parkland, Florida, have raised concerns that schools can be dangerous places for students. Yet the data suggest that school crime rates have dropped nationwide since the early 1990s and that the student victimization rate declined by 70% from 1992 to 2013 ( see exhibit 1 ). [1]

To the general public, though, thoughts on school safety are often shaped by high-profile school shootings and other tragic incidents that dominate a news cycle. For educators, however, issues such as bullying, harassment, and school discipline policies are at the forefront of their thoughts and can affect school safety on a daily basis.

“It is very important that we continue working to understand and prevent mass shooter events,” said Phelan Wyrick, director of the Crime and Crime Prevention Research Division within NIJ’s Office of Research and Evaluation. “However, we cannot allow the saliency of mass shooter events to overshadow the importance of a wide range of more common safety issues that schools face.”

Image containing statistics related to school safety

Shootings are just one of many traumatic events that children may face at school. They may also be threatened or injured by a weapon, be bullied, be physically assaulted, or be affected by natural disasters.

In support of stakeholder efforts to ensure that students are safe in school, NIJ has funded numerous initiatives over the years that evaluate school safety practices. These efforts range from how to prevent tragic incidents like school shootings to how to promote a positive school environment where day-to-day challenges, like bullying and harassment, can be reduced.

Historical School Safety Efforts

Although federal programs and policies related to school safety can be traced to the early 1970s, the United States did not begin collecting national data on school violence until 1989, [2] when the School Crime Supplement was added to the National Crime Victimization Survey. The School Crime Supplement was conducted for a second time in 1995 and then became a biannual survey starting in 1999.

A series of school shootings in the late 1990s, including the one that occurred at Columbine High School, led to new programs that examined the thinking, planning, and other pre-attack behaviors of school shooters. One such program was the Safe School Initiative led by the U.S. Department of Education and U.S. Secret Service.

As part of this initiative, NIJ supported a 2002 study that explored the behavior of student-attackers in an effort to identify information that could help communities prevent future attacks. [3] The study evaluated 37 incidents of targeted school violence in the United States between December 1974 and May 2000. It found that these 37 attacks were rarely sudden or impulsive. In 95% of the cases, the attacker had developed the idea to harm before the attack.

Perhaps most importantly, the study found that 93% of the evaluated attackers behaved in a way that caused others to be concerned or that indicated a need for help. In fact, in more than 75% of the cases examined, the attacker had told a friend, schoolmate, or sibling about the idea before taking action. But the person who was told about the attack rarely brought the information to an adult’s attention.

“That’s the critical element if we’re going to prevent, reduce, or head off these types of incidents from occurring,” Wyrick said. “We need to have mechanisms in place, school cultures amenable to folks reporting that information.”

The study also showed that there was no accurate profile of a school shooter. The shooters came from a variety of racial and ethnic backgrounds and ranged in age from 11 to 21 years old. Some came from intact families with ties to the community and others came from foster homes with histories of neglect. The academic performance of attackers ranged from excellent to failing.

Evaluating School Safety Technology

School security measures have increased since the Columbine shooting. Today, nearly 100% of schools serving 12- to 18-year-olds use at least one safety or security measure. [4] This includes locked doors, security cameras, hallway supervision, controlled building access, metal detectors, and locker checks. However, use of these measures varies by factors such as the school’s population and location.

NIJ has long supported studies on school safety technology, including one by Sandia National Laboratories. Released in 1999, The Appropriate and Effective Use of Security Technologies in U.S. Schools covered the effectiveness of a variety of school safety technologies. The report also provided basic guidelines for law enforcement agencies and school administrators as they decide which security technologies should be considered when developing safe school strategies. It helped schools and law enforcement partners analyze their vulnerability to violence, theft, and vandalism, and suggested possible technologies to address these problems effectively.

Overall, the report stated that security technologies are not the answer to all school security problems. No two schools will have identical and successful security programs, meaning that a security solution for one school cannot just be replicated at other schools with complete success. However, many pieces of technology can be excellent tools if applied appropriately.

More recently, NIJ has supported other school safety technology evaluations through the Comprehensive School Safety Initiative (CSSI). This initiative includes a report from the Library of Congress outlining federal school safety efforts between 1990 and 2016 and two complementary projects by the RAND Corporation and Johns Hopkins University, which assess current school technology and outline school needs.

These CSSI reviews of school safety technology shared a major conclusion: No one technology, school climate intervention, or other school safety strategy can guarantee school security or eliminate the underlying cause of school violence. An integrated approach that includes emergency response plans, drills, a positive school climate, and situational awareness is called for, and school security plans must be tailored to the needs of each individual school.

Comprehensive School Safety Initiative

Safety and security technology is just one tool in a comprehensive program that each school should develop to create a safe learning environment for students and staff. NIJ’s CSSI aims to make clear that there is no one solution to ensuring students are safe in school.

Developed following the tragedy at Sandy Hook Elementary School in 2012, CSSI is one of NIJ’s latest and largest investments in school safety research. Projects funded through CSSI examine different factors from the individual, school, community, and family levels that affect school safety.

A unique program of research for NIJ, CSSI provided funding for both implementation and evaluation as well as research projects that examine root causes. Under a directive from Congress, NIJ allocated approximately $75 million per year between fiscal years 2014 and 2017. Two-thirds of that funding went toward implementing school safety projects, and one-third went toward studying the impact of each program and the causes and consequences of school-related violence. Some CSSI projects have concluded and some are ongoing. They have covered or aim to address a wide range of school safety subjects, including school resource officer training, assessments of social media threats, bullying prevention, and positive behavioral interventions, among other topics.

This initiative will compile a large amount of information over a very short period of time, but the next few years will bring a wealth of knowledge on the effectiveness of school safety practices.

“We’re trying to move the field further and more quickly with so much information in such a short period of time,” said Mary Carlton, an NIJ social science analyst.

Through CSSI, NIJ has funded 96 studies with a focus on K-12 schools. These grant-funded projects are taking place in more than 30 states and more than 2,700 schools. The initial projects are still in the final stage, so it is too soon to assess the impact of the initiative. It may take six to seven years, if not longer, for the projects to reach their conclusions and for the results to be disseminated. Even after the last set of findings is published, taking that body of work and synthesizing it for the field may require another year or so of work, said Nadine Frederique, an NIJ senior social science analyst.

Moving Forward

School shootings are frightening and make headlines. However, today’s students are less likely to be threatened or injured with a weapon at school, including a gun, than they were 10 years ago.

But educators and public safety officials continue to grapple with the challenge of creating and maintaining a safe and healthy learning environment for students. Threats to schools and student safety continue from both inside and outside the school and from adults and other individuals, including students.

NIJ has sponsored numerous studies on the issues of school safety and school climate over the past 25 years and continues to support efforts to improve the safety of students in school. The outcomes of CSSI-funded research will provide valuable context for school officials in the coming years. The 96 projects funded through this effort examine a variety of school safety issues and offer an opportunity for educators, the community, and law enforcement to better understand the factors that most affect school safety.

About This Article

This article was published as part of NIJ Journal issue number 281 , released June 2019

[note 1] National Institute of Justice, “ School Safety: By the Numbers ,” Washington, DC: U.S. Department of Justice, National Institute of Justice, November 2017, NCJ 251173.

[note 2] Mary Poulin Carlton, Summary of School Safety Statistics , Comprehensive School Safety Initiative Report, Washington, DC: U.S. Department of Justice, National Institute of Justice, July 2017, NCJ 250610.

[note 3] Robert Fein et al., Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates , Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Safe and Drug-Free Schools Program, and U.S. Secret Service, National Threat Assessment Center, July 2004.

[note 4] Carlton, Summary of School Safety Statistics .

About the author

Blair Ames is a digital journalist and contractor with Leidos.

Cite this Article

Photo credit: “Education-Éducation-9” by DFTAD|MAECD (CCBY 2.0 via Flickr).

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Lack of access to education is a major predictor of passing poverty from one generation to the next, and receiving an education is one of the top ways to achieve financial stability.

In other words: education and poverty are directly linked.

Increasing access to education can equalize communities, improve the overall health and longevity of a society , and help save the planet .

The problem is that about 258 million children and youth are out of school around the world, according to UNESCO data released in 2018.

Children do not attend school for many reasons — but they all stem from poverty.

Here are all the statistics, facts, and answers to questions you might have that shed light on the connection between poverty and education.

How does poverty affect education?

Families living in poverty often have to choose between sending their child to school or providing other basic needs. Even if families do not have to pay tuition fees, school comes with the added costs of uniforms, books, supplies, and/or exam fees.

Countries across sub-Saharan Africa, where the world’s poorest children live, have made a concerted effort to abolish school fees . While the ratio of students completing lower secondary school increased in the region from 23% in 1990 to 42% in 2014, enrollment is low compared to the 75% global ratio. School remains too expensive for the poorest families. Some children are forced to stay at home doing chores or need to work. In other places, especially in crisis and conflict areas with destroyed infrastructure and limited resources, unaffordable private schools are sometimes the only option .

Why does poverty stop girls from going to school?

Poverty is the most important factor that determines whether or not a girl can access education, according to the World Bank. If families cannot afford the costs of school, they are more likely to send boys than girls. Around 15 million girls will never get the chance to attend school, compared to 10 million boys.

Read More: These Are the Top 10 Best and Worst Countries for Education in 2016

Gender inequality is more prevalent in low-income countries. Women often perform more unpaid work, have fewer assets, are exposed to gender-based violence, and are more likely to be forced into early marriage, all limiting their ability to fully participate in society and benefit from economic growth.

When girls face barriers to education early on, it is difficult for them to recover. Child marriage is one of the most common reasons a girl might stop going to school. More than 650 million women globally have already married under the age of 18. For families experiencing financial hardship, child marriage reduces their economic burden , but it ends up being more difficult for girls to gain financial independence if they are unable to access a quality education.

Lack of access to adequate menstrual hygiene management also stops many girls from attending school. Some girls cannot afford to buy sanitary products or they do not have access to clean water and sanitation to clean themselves and prevent disease. If safety is a concern due to lack of separate bathrooms, girls will stay home from school to avoid putting themselves at risk of sexual assault or harassment.

Read More: 10 Barriers to Education Around the World

An educated girl is not only likely to increase her personal earning potential but can help reduce poverty in her community, too.

“Educated girls have fewer, healthier, and better-educated children,” according to the Global Partnership for Education.

When countries invest in girls’ education, it sees an increase in female leaders, lower levels of population growth, and a reduction of contributions to climate change.

Can education help break the cycle of poverty?

Education promotes economic growth because it provides skills that increase employment opportunities and income. Nearly 60 million people could escape poverty if all adults had just two more years of schooling, and 420 million people could be lifted out of poverty if all adults completed secondary education, according to UNESCO.

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Education reduces many issues that stop people from living healthy lives, including infant and maternal deaths, stunting, infant and maternal deaths, vulnerability to HIV/AIDS, and violence.

How can we end extreme poverty through education?

There are more children enrolled in school than ever before — developing countries reached a 91% enrollment rate in 2015 — but we must fully close the gap.

World leaders gathered at the United Nations headquarters to address the disparity in 2015 and set 17 Global Goals to end extreme poverty by 2030. Global Goal 4: Quality Education aims to "end poverty in all its forms everywhere."

Read More: How We Can Be the Generation to End Extreme Poverty

The first step to achieving quality education for all is acknowledging that it is a vital part of sustainable development. Citizens, governments, corporations, and philanthropists all have an important role to play. Learn how to ensure global access to education to end poverty by taking action here .

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Education, Conflict, and Peace

Living reference work entry
First Online: 08 May 2019
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Elisabeth King 4

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Introduction

Education is understudied by scholars and students of security studies, international relations, and comparative politics. When scholars in these fields think of education, they typically consider it a human right or a component of sustainable development, if they think of education at all. Relatively rarely, however, do these audiences think about education as important in the realms of violence and peace (King 2014 ). This contribution argues, however, that there are multiple relationships between education and violent conflict that need to be included as part of a holistic understanding of contemporary international security issues.

This entry focuses on four high-level relationships between education and conflict that should be of interest to scholars of security studies. Across these relationships, education and conflict are both independent and dependent variables and play positive and negative roles in society. Some of the roles are clearly intended whereas others...

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Burde, D. (2014). Schools for conflict or for peace in Afghanistan . New York: Columbia University Press.

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University of Alberta, Alberta, AB, Canada

Scott Romaniuk

University for Peace, San Jose, Costa Rica

Manish Thapa

Nemzetkozi Tanulmanyok Intezet, Rm 503, Corvinus Univ, Inst of Intl Studies, Budapest, Hungary

Péter Marton

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King, E. (2019). Education, Conflict, and Peace. In: Romaniuk, S., Thapa, M., Marton, P. (eds) The Palgrave Encyclopedia of Global Security Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74336-3_609-1

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DOI : https://doi.org/10.1007/978-3-319-74336-3_609-1

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Investing in Quality Education for Economic Development, Peace, and Stability

Photo: EDUARDO SOTERAS/AFP/Getty Images

Report by Daniel F. Runde , Romina Bandura , and Madeleine McLean

Published December 20, 2023

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Introduction

Education is the foundation of any functioning society: It prepares people to live cohesively in a community, participate politically, and contribute economically. Investing in education has individual, country-level, and global benefits. At the individual level, education can improve people’s employability, earnings, and health outcomes. Countries that have invested heavily in primary, secondary, and tertiary education have been able to contribute to advances in science and knowledge and create new products and technologies. Globally, investments in education underpin social cohesion, economic growth, competitiveness, and innovation.

In a time of rapid social, technological, and economic change, investing in education is also important for building the resilience of countries. As the Organization for Economic Cooperation and Development (OECD) highlights, “Investments in human capital can be a source of resilience over the long term and help ensure the well-being of future societies, especially in countries with large youth populations.” Studies by the World Economic Forum show that investing in education is necessary to protect economies from sudden shocks and rapidly changing labor markets. The Group of Seven ( G7) meeting in Hiroshima in May 2023 outlined the importance of education for achieving the United Nations’ sustainable development goals. There is also a recognition that education is a fundamental conduit for global peace and security objectives beyond the societal and economic benefits. Thus, education is pivotal in steering society toward a path of economic development, peace, and stability.

However, the importance of investing in access and quality education has fallen off the policy radar. Although education has positive externalities, it can be overlooked in favor of more “vocally” pressing challenges. Competing global crises such as the Covid-19 pandemic, climate change, high inflation rates worldwide, increased indebtedness in emerging markets, and Russia’s war of aggression against Ukraine are front and center in the news. These are the core issues that are dominating the international development discourse, commanding significant donor funds, and taking up countries’ fiscal space.

The arguments that mobilized high levels of investment in basic education since the 1990 Declaration on Education for All no longer speak to the realities and challenges the world faces today. Education needs more champions outside traditional development circles. It also needs to broaden the focus beyond basic schooling, to include investments in post-secondary education and workforce development.

This CSIS paper offers some ideas on what a new vision for prioritizing education might look like. One promising avenue to further the global education agenda would be to highlight the links between education and broader themes of national and global security. It argues that beyond socioeconomic benefits, education can play a significant role in promoting stability, citizen security, and social cohesion. Investing in education can be critical to 1) forging strong economies and open societies, 2) preventing conflict and rebuilding social cohesion after conflict, and 3) promoting peace and stability by including women and girls.

In simple terms, to generate greater interest from a wider set of constituents, education needs to be embedded in policy discussions and decisions related to peacebuilding, inclusion of women and girls, and state fragility. As then UN secretary-general Kofi Annan said in 1999, “Education is quite simply, peace-building by another name.”

Current Global Educational Challenges

Developing countries have made significant gains in “access to education”—that is, there has been huge progress in getting children into school. Global primary-school enrollment (net) increased from 72 percent to 89 percent between 1970 and 2018, while secondary-school enrollment (net) increased from 54 percent in 1998 to 66 percent in 2018. Sadly, the Covid-19 pandemic has had a negative impact on education outcomes. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), more than 1.6 billion students around the world have been impacted by school closures during the pandemic, with significant learning losses. As a result, the World Bank estimates that pandemic-related education deprivations put this generation at risk of losing $21 trillion in potential lifetime earnings. The pandemic has affected children’s formative years and will impact the economic potential of countries. Moreover, there are still large gaps and challenges, including: 1) the quality of education, 2) the inclusion of women and girls, and 3) the fiscal space of countries to fund education.

As then UN secretary-general Kofi Annan said in 1999, “Education is quite simply, peace-building by another name.”

First, although children have now gone back to attending school, this does not mean that they are acquiring foundational knowledge and skills. That is, the quality of education that children receive is often inadequate. As the World Bank’s 2018 World Development Report stated, “Schooling is not the same as learning.” Today, approximately 7 out of every 10 children in low- and middle-income countries are unable to read and understand a simple text by the age of 10. For millions of children around the world, their education systems and training institutions are not equipping them with the knowledge and skills that employers demand, rendering young people unable to find jobs that match their aspirations. These learning shortfalls have negative repercussions for youth entering the workforce and can bring on “ intergenerational transmission of poverty and vulnerability .” Moreover, such gaps mean education can be a source of frustration for youth rather than a promise of employment and higher earnings. They can feel alienated from their desire to contribute to society, which can worsen a country’s security.

Second, these deficits in education disproportionately affect women and girls worldwide, who are more likely to lack access to schooling and experience poor learning outcomes. Globally, approximately 32 million girls of primary school age and 97 million girls of secondary school age are out of school. In countries impacted by fragility, conflict, and violence, girls are 2.5 times more likely to be out of school than boys of the same age and are 90 percent more likely to be out of school than girls the same age in non-fragile countries. There are many reasons why girls do not go to school including violence, safety concerns, child labor, and cultural norms, among others. For example, the practice of early, forced, and child marriage compels many girls to leave school. According to the OECD, all countries where more than 50 percent of girls are married by 18 are classified as “fragile.”

Third, countries need to continue investing in education and spend the money efficiently . During the pandemic, for example, approximately 40 percent of low- and middle-income countries (LMICs) decreased their level of education spending. Coming out of the pandemic, global macroeconomic fundamentals have weakened; the combination of high inflation, increased interest rates in G7 countries, and rising indebtedness are impacting countries’ ability to finance education for growing populations. Governments have competing priorities and need to make hard choices on where to allocate their budgets. With many urgent and competing items to finance—debt servicing, commodity imports, and energy supplies—governments need to ensure that these priorities are not crowding out education spending.

Investing in Education Can Forge Strong Economies and Open Societies

Against this complex global backdrop, the world is undergoing demographic shifts that are impacting the provision of educational services. Some polities in North America, Europe, and East Asia are experiencing a rapidly aging population, while other regions, including Africa and the Middle East, have a growing youth bulge. The United Nations estimates that more than half of global population growth between 2022 and 2050 is expected to occur in Africa, with the population of sub-Saharan Africa projected to double by 2050. Globally, the number of young people (i.e., under 25 years old) who will require education and training will amount to 3.3 billion worldwide by 2050, up from 3.2 billion in 2021.

Providing children and youth with quality education is an opportunity to adequately train and empower the future workforce. As there is a positive link between increased human capital and economic outcomes such as higher wages, increased rates of labor participation, and economic growth, educational institutions should equip young people with the skills and knowledge they need to transition successfully from the classroom to the labor market.[1]

Beyond the labor market, educational institutions can foster more open and democratic societies. Younger generations need to have the capacity to address complex problems at the community, national, and global levels. Learning institutions are instrumental in this regard by teaching children civic education, use of technology, and socio-emotional competencies and lifelong skills.

Part of the lifelong skills and twenty-first–century tool kit that children and youth need is digital literacy. In an era of rapid technological change, it is imperative for youth to learn to use basic digital technologies—both hardware and software—safely and appropriately. Digital literacy can help citizens engage via tools such as the internet and mobile applications, contributing to building stronger democracies. For example, Russia’s war on Ukraine has reinforced the willingness of Ukrainian citizens to participate in local decisionmaking using digital means. Ukrainians are staying connected with their local and national government through the Diia app , and in June 2022, they used mobile applications to rename landmarks related to the Soviet Union or Russia.

Beyond the labor market, educational institutions can foster more open and democratic societies.

Children growing up today and in the future will need to understand how the digital ecosystem works, including the principles and values embedded in the digital tools they use. Fundamental democratic principles and values— including “fairness, accountability, transparency, safety, protection from online harassment, hate and abuse and respect for privacy and human rights and the protection of personal data”—might or might not be embedded in digital systems. With the rise of states practicing digital authoritarianism and spreading misinformation and disinformation, youth who are equipped with strong digital literacy can help build more democratic and inclusive societies.

Investing in Education Can Prevent Conflict and Rebuild Social Cohesion

Unfortunately, a troubling trend is that most members of these new generations will be born in regions struggling with conflict, internal displacement, and the effects of climate change. Of the 60 countries the OECD classifies as “most fragile,” 40 are located in sub-Saharan Africa or the Middle East and North Africa. [2] In these fragile contexts, almost three-quarters of the population is under 30, and these countries will be home to 86 percent of the world’s people experiencing extreme poverty by 2030.

In many of these countries, there are limited pathways for children to receive quality education—or for youth to access jobs or additional education and training to realize their full potential. For many, their hopes and aspirations remain a dream. One study by UNESCO found that “children in conflict-affected countries are more than twice as likely to be out of school compared with those in countries not affected by conflict.” The fact that these children are out of school not only deprives them of education but also puts them at higher risk of adversity. Children who live in poverty, lack parental care, or live on the street are most vulnerable to being recruited by criminal groups and terrorist organizations. Children are often targeted because they can be easily intimidated and manipulated and often do not fully understand risks the way adults do. Terrorist organizations such as Boko Haram in Nigeria, Al-Shabaab in Kenya and Somalia, and the Movement for Unity and Jihad in West Africa have recruited children to pursue their activities. Being in school could help children and youth resist recruitment into these groups.

Education is regarded as one way to prevent conflict. While poor provision and quality of education can be a driver of conflict, UNESCO estimates that doubling the percentage of youth with secondary education can cut the risk of conflict in half. Meanwhile, countries with high levels of horizontal inequality are more likely to experience violent conflict. For example, in places where educational inequality doubled, the probability of conflict more than doubled. In addition, educational inequality across ethnic and religious subgroups is associated with increased insecurity and internal conflict in a country. [3]

In post-conflict countries, education can also play a pivotal role in rebuilding social relations, strengthening social cohesion, and fostering peace among excluded groups. The cases of Rwanda and South Africa show how educational policies have evolved to address ethnic and racial divisions (see Annexes 1 and 2). After the 1994 genocide in Rwanda, education was used as a tool to promote cohesion and support vulnerable groups. In a similar vein, post-apartheid South Africa pursued policies aimed at narrowing inequalities for Black people. The government of South Africa expanded education opportunities to Black students that led to high enrollment rates and better economic outcomes for this historically disenfranchised group.

Investing in Women’s and Girls’ Education Can Promote Peace and Stability

Among the most vulnerable populations worldwide, women and girls continue to face discrimination and exclusion from participating in society, politics, and the economy—as well as restrictions on access to education and learning. However, numerous studies have demonstrated that educating and empowering women and girls has considerable positive impacts on household earnings, standards of living, and health and nutrition outcomes. In addition, when women and girls are educated, they play greater roles in their communities, contributing to a reduction of conflict and an increase in stability.

Ensuring respect for women’s and girls’ right to inclusive, quality education and their participation and leadership in decisionmaking processes is associated with stability. The World Bank’s 2018 2018 report highlights that the status of women relative to men is a significant predictor of a country’s susceptibility to violent conflict. The study explicitly links gender equality and women’s participation in the economy and society with a state’s ability to sustain peace at the community through national levels. For example, countries with female labor force participation of 40 percent or more are 30 times less likely to experience conflict than countries with only a 10 percent participation rate. The study also found that that when women’s organizations participate in peace negotiations, there is a higher likelihood of reaching a peaceful settlement and the resulting peace agreements last longer.

In post-conflict countries, education can also play a pivotal role in rebuilding social relations, strengthening social cohesion, and fostering peace among excluded groups.

Among the policies that can foster inclusiveness and reduce the risk of violent conflict include investing in the education of girls and women together with focused investments in a marginalized region, as well as engaging young women in decisionmaking and leadership roles in their schools and communities and at the national level. In this regard, women’s increased access to quality education has played a significant economic and stabilizing role in countries such as Bangladesh and Afghanistan.

While Bangladesh faces many development challenges, it has done a remarkable job in educating its girls. Its national investment in women and girls is far better than in any other country in South Asia, including India; partly as a result, per capita income has more than tripled since 1960. One could argue that the role of women, particularly educated women, in Bangladesh’s civil society and government has played a role in sustaining general stability in the country over the past 25 years. For example, education played a key role in paving the way for the 1997 Chittagong Hill Tracts Peace Accord, which ended the ethnic conflict between the government and the Pahari population.

The Bangladeshi government recognized the importance of empowering women to reduce the onset of extremist violence. In order to mitigate conflict factors such as unemployment, poverty, and lack of economic opportunities, the government supported women’s education and inclusion in the labor force. Some successful programs focused on micro-lending, school attendance, and increasing factory jobs. In turn, women’s secondary school enrollment has increased from 41 percent in 1998 to 72 percent in 2018, and at least 41 percent of women had completed secondary school in 2019 compared to 30 percent in 2011. This increase in female education is reflected in women’s labor-force participation rates. In addition, mixed-gender industries increased by approximately 60 percentage points from 2003 to 2016. Bangladesh, as an elected member of the UN Security Council, also played a lead role in the drafting and passage of the groundbreaking Security Council Resolution 1325 (2000), which established the United Nations’ Women, Peace, and Security agenda—through which the international community supports the participation of women and girls in conflict prevention and peacebuilding processes.

Afghanistan presents one of the most fragmented educational journeys in the world for women and girls. Following the U.S.-led invasion that toppled the Taliban government in 2001, Afghanistan’s new Western-oriented government adopted a constitution that strengthened women’s rights and allowed them to attend schools once again. Between 2001 and 2021 , women’s participation in higher education grew 20 times, female literacy rates went from 17 percent to 30 percent, and the number of girls receiving primary schooling went from effectively zero to 40 percent. Among the steps that the successive administrations of Hamid Karzai and Ashraf Ghani put in place to support women’s rights, the 2009 Elimination of Violence against Women law made it a criminal offense to prevent women from attending school. While convictions under this legislation remained rare due to entrenched cultural biases, it marked a monumental shift in official attitudes toward women’s rights. Meanwhile, women’s participation in the labor force increased from 17 percent in 2013 to almost 22 percent in 2019, the highest so far in Afghanistan’s history.

Since the U.S. withdrawal and the fall of the Ghani government in August 2021, the Taliban has taken draconian steps to deny women their human rights, and Afghanistan is currently the only country in the world to bar girls from attending school beyond the sixth grade. The Taliban’s edicts, backed by violence, make it impossible for most girls and women to attain schooling—to say nothing of a quality education—beyond an elementary level. According to a United Nations Children’s Fund (UNICEF) report published in 2022, Afghanistan’s economy is losing as much as $5.4 billion due to the prohibition on girls and women completing their secondary education. In addition to crippling the middle class and dividing the country’s potential workforce in half, such policies have made life as a woman in Afghanistan increasingly repressed and restricted. The gendered segregation of the country is tied explicitly to the role of education in girls’ and women’s lives.

These country case studies highlight how women’s education can be a fundamental force in creating more peaceful and prosperous societies—and how its lack can contribute to development, peace, and security challenges. At the same time, further research into this relationship is needed to truly understand this correlation.

Education is and will remain a fundamental enabler of opportunities for individuals and innovation and growth for economies, but this narrative alone is no longer sufficient for global leaders to prioritize it. The successful messaging that brought the global education community to where it is today is not going to be enough to advance education to the next level. A new narrative is needed to refocus attention on the topic, one that connects development, education, and security actors in a more focused dialogue.

Investing in quality education should be linked to various policy decisions—including peacebuilding, women’s empowerment, and responding to state fragility—and be part of broader national security and foreign policy discussions. By stressing education’s implications for advancing human well-being and ensuring security, this new vision could work tangentially to garner increased interest from a diverse set of “nontraditional” global education leaders. An educated population is needed now more than ever to protect and further gender equity, combat climate crises, and build a world that is safer and more prosperous for future generations.

Daniel F. Runde is a senior vice president, director of the Project on Prosperity and Development, and holds the William A. Schreyer Chair in Global Analysis at the Center for Strategic and International Studies (CSIS) in Washington, D.C. Romina Bandura is a senior fellow with the Project on Prosperity and Development and the Project on U.S. Leadership in Development at CSIS. Madeleine McLean is a program coordinator and research assistant with the Project on Prosperity and Development at CSIS.

The authors would like to thank Sarosh Sultan and Jedidiah Devillers for their excellent research support. This paper also benefited immensely from the insights of a CSIS seminar held on May 31, 2023. Finally, special thanks to three anonymous reviewers who provided feedback on an earlier draft.

This paper is made possible through a partnership with the Global Partnership for Education (GPE).

Please consult the PDF for references.

This report is produced by the Center for Strategic and International Studies (CSIS), a private, tax-exempt institution focusing on international public policy issues. Its research is nonpartisan and nonproprietary. CSIS does not take specific policy positions. Accordingly, all views, positions, and conclusions expressed in this publication should be understood to be solely those of the author(s).

Annex 1: Investing in Education to Rebuild Social Cohesion after the 1994 Rwandan Genocide

Recognizing the need to build social cohesion after the 1994 Rwandan genocide, the new Paul Kagame government adopted a multi-pronged approach to reducing ethnic tensions, with education at the center. Emerging from this tragedy, the Rwandan government worked to ensure universal primary education and gender equity. In April 1995 , the Conference on Policy and Planning of Education in Rwanda outlined several key priority areas that focused on building a citizenry free from prejudice, committed to human rights, and working toward lasting peace. Rwandans have since made significant gains toward social cohesion and reconciliation. In 2015 , the number of Rwandans who saw themselves as members of ethnic groups, instead of simply as Rwandans, had dropped to 28 percent from 31 percent in 2010, and the level of trust in other citizens had risen to 96 percent.

With “near-universal and gender-equitable primary school enrollment,” Rwanda’s education system presents a powerful example of the government’s ability to provide equal opportunity to the country’s more than 13 million residents. Education is a tool that can be utilized in both positive and negative ways. Before the Rwandan genocide, certain education policies had amplified ethnic divisions . To combat these ill effects, the government focused on using education to increase social cohesion in the following years. Schooling was made accessible to everyone regardless of their ethnic background or other social affiliations, and curricula were revised to promote values of unity and peace. Education became the sector with the highest spending in the country, reaching 15 percent of the national budget in 2021. As a result of these improvements in educational quality and access—as well as policies providing free basic primary and lower secondary education—school enrollment rates in 1999 exceeded what historical rates of increase would have predicted, and the gross enrollment ratio (reflecting how many students are enrolled at a particular level of education relative to the number of children in the corresponding age group) reached 107 percent in 2001.

Despite progress, the quality of education remains a challenge: On average, Rwandans only receive the equivalent of 3.8 years of schooling by age 18. Even with the high enrollment rate of 98 percent, only 71 percent of children are able to finish primary schooling . Lack of government funding, top-down policy approaches, and limited infrastructure also mean that only 18 percent of children are enrolled in pre-primary education and over 30 percent of children with disabilities are out of the classroom. High student-to-teacher ratios and low levels of English literacy among teachers further complicate the issue. Yet Rwanda has been taking steps to address these problems, and the Education Sector Strategic Plan (2013–2017) further protects the rights of vulnerable students, addressing gender, health, and economic concerns.

Annex 2: Investing in Education to Reduce Inequality   in Post-apartheid South Africa

During apartheid, South Africa had huge educational inequalities. Black South Africans were expressly prohibited from attending white universities, and the ratio of teachers to students in Black schools was nearly twice that of white institutions. The 1953 Bantu Education Act centralized the education of Black students under the Department of Native Education with the intention of instilling the idea of white superiority into Black communities. During this period, educational institutions for Black students focused on creating the rigid cultural divide that would define the latter half of the twentieth century, and funding per student for Black educational institutions was significantly lower than at white educational institutions.

Since the fall of apartheid, the educational landscape in South Africa has changed drastically. The African National Congress (ANC) recognized the intrinsic value of an educated, equitable, and inclusive society; it attempted to use education to increase societal cohesion and committed to “equalizing the per capita expenditure between black and white education.” At the 1992 ANC National Conference, the party resolved that if it took power, it would ensure that resources were “redistributed to the most disadvantaged sectors of our society, in particular, women, rural and adult students, and mentally or physically disabled children and adults.”

South Africa implemented several key policies to combat the effects of apartheid in the education system, such as the 1996 National Education Policy Act (NEPA), which created a single Department of Education with monitoring responsibilities, replacing 19 disparate departments divided by ethnicity, race, and region. The same year, the South African Schools Act (SASA) further promoted basic educational access and quality. In terms of higher education, a Council on Higher Education was formed in 1997, and in 1999, the Education White Paper 3 and the National Student Financial Aid Scheme (NSFAS) Act created the framework for institutional planning and budgeting, empowering financially disadvantaged Black students to attend college. As a result of these efforts, education began to improve for Black South Africans. By 2019, the youth literacy rate in South Africa had reached 98 percent .

However, challenges persist, and the system is far from perfect. The rate of Black students attending university remains low, at only 4 percent in 2020. Disparities in graduation and completion rates, overall enrollment numbers, and access to funding all present major challenges to equal opportunity in South Africa. Yet the progress made in reducing barriers to education for Black and non-white students is undeniable, and education has been important in building societal cohesion in the country. The commitment to equitable access and quality education is moving South Africa toward a more inclusive society.

Daniel F. Runde

Romina Bandura

Madeleine McLean

Programs & projects.

Education, Work, and Youth

The Role of Education in Conflict Prevention

This 30-month research project seeks to assess and measure how formal and non-formal education can mitigate and prevent the escalation of violent conflict in fragile and conflict-affected states.

Existing literature has traditionally focused on education as an instrument of peacebuilding in post-conflict contexts, whereas the potential role of education in conflict prevention is less explored. This study will map the different ways education can prevent and mitigate violence directly. After testing and determining the key mechanisms for prevention, the research will provide evidence-based recommendations for policymakers and practitioners at the international, national and local levels.

In doing so the project will combine conflict analysis and a study of macroeconomic and social trends to understand how education is linked to the drivers of conflicts (e.g., inequality and poverty, ethnic divisions, linguistic fragmentation and the marginalization of minorities) and the nature of its impact on stability and peace.

Building on reviews of the academic and policy-based literature, the team will also work in partnership with several research and practitioner institutions. The project will address primary, secondary and higher education as well as non-formal education. It will critically engage with a range of components, including:

teacher training;
classroom pedagogy and language instruction;
curriculum and textbook reform;
conflict-sensitive programming; and
institutional and governance reform of the education sector.

The primary research will attempt to select a mixture of emergency, early recovery and post-conflict contexts where the threat of escalation or relapse persists. The overall goal is to strengthen in a practical way the role of education in conflict prevention and to help improve the resilience of communities during conflict and where the risk of violence persists.

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UNESCO and WHO urge countries to make every school a health-promoting school

UNESCO and the World Health Organization today launched the Global Standards for Health-promoting Schools, a resource package for schools to improve the health and well-being of 1.9 billion school-aged children and adolescents. The closure of many schools around the world during the COVID-19 pandemic has caused severe disruptions to education. An estimated 365 million primary school students went without school meals and significantly increased rates of stress, anxiety and other mental health issues.

“Schools play a vital role in the well-being of students, families and their communities, and the link between education and health has never been more evident,” said Dr Tedros Adhanom Ghebreyesus, WHO Director-General. “These newly launched global standards are designed to create schools that nurture education and health, and that equip students with the knowledge and skills for their future health and well-being, employability and life prospects.”

Based on a set of eight global standards, the resource package aims to ensure all schools promote life skills, cognitive and socioemotional skills and healthy lifestyles for all learners. These global standards will be piloted in Botswana, Egypt, Ethiopia, Kenya and Paraguay. The initiative contributes to WHO's 13th General Program of Work target of ‘1 billion lives made healthier’ by 2023 and the global Education 2030 Agenda coordinated by UNESCO.

“Education and health are interdependent basic human rights for all, at the core of any human right, and essential to social and economic development,” said UNESCO Director General, Audrey Azouley. “A school that is not health-promoting is no longer justifiable and acceptable. I call for all of us to affirm our commitment and role, to make every school a health-promoting school”.

The global standards provide a resource for education systems to help foster health and well-being through stronger governance. UNESCO and WHO will work with governments to enable countries to adapt the package to their specific contexts. The evidence is clear. Comprehensive school health and nutrition programmes in schools have significant impacts among school-aged children. For example:

School health and nutrition interventions for girls and boys in low-income areas where worms and anaemia are prevalent can lead to 2.5 years of additional schooling.
Malaria prevention interventions can result in a 62% reduction in absenteeism.
Nutritious school meals increase enrolment rates by 9% on average, and attendance by 8%; they can also reduce anaemia in adolescent girls by up to 20%.
Hand-washing promotion reduces absenteeism due to gastrointestinal and respiratory illnesses by 21% -61% in low-income countries.
Free screening and eyeglasses have led to a 5% higher probability of students passing standardized tests in reading and math.
Comprehensive sexuality education encourages the adoption of healthier behaviours, promotes sexual and reproductive health and rights, and improves sexual and reproductive health outcomes such as the reduction of HIV infection and adolescent pregnancy rates.
Improving water and sanitation (WASH) services and supplies in school, as well as knowledge on menstrual hygiene, equips girls to maintain their body hygiene and health with dignity, and may limit the number of school days missed during menstruation.

The Health Promoting Schools approach was first articulated by WHO, UNESCO and UNICEF in 1995 and adopted in over 90 countries and territories. However, few countries have implemented it at scale, and even fewer have effectively adapted their education systems to include health promotion. The new global standards will help countries to integrate health promotion into all schools and boost the health and well-being of their children.

Join the virtual launch event : https://www.who.int/news-room/events/detail/2021/06/22/default-calendar/making-every-school-a-health-promoting-school

Essay on Education for School Students and Children

500+ words essay on education.

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

Importance of Education

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

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

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

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

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

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

Doorway to Success

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

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

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

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

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

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

FAQs on Education

Q.1 Why is Education Important?

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

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

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

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Essay on Role of Students in Protecting Environment

Students are often asked to write an essay on Role of Students in Protecting Environment in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Role of Students in Protecting Environment

Introduction.

Students play a vital role in protecting the environment. They are the future custodians of our planet and carry the responsibility to safeguard it.

Environmental Education

Students should be educated about the importance of the environment. They can learn about recycling, conservation, and the effects of pollution.

Practical Actions

Students can take part in clean-up drives, plant trees, and reduce waste. They can also promote eco-friendly practices among their friends and family.

In conclusion, students have a significant role in protecting the environment. Their actions today will determine the health of our planet tomorrow.

250 Words Essay on Role of Students in Protecting Environment

Education and awareness.

Students are in a unique position to learn about environmental issues and the impact of human activities on the planet. Through education, they can understand the importance of sustainable practices and the consequences of environmental degradation. They can further spread awareness among their peers, families, and communities, promoting a culture of environmental responsibility.

Practical Engagement

Students can directly contribute to environmental protection through practical actions. Participating in clean-up drives, tree planting activities, and waste reduction initiatives can have a tangible impact. Moreover, adopting sustainable habits like recycling, reducing energy consumption, and choosing sustainable products can make a significant difference.

Advocacy and Innovation

Students can use their voices and creativity to advocate for environmental protection. They can lobby for policies that promote sustainability, engage in peaceful protests, and raise public awareness about environmental issues. Moreover, students can leverage technology and innovation to develop solutions to environmental challenges, from renewable energy technologies to waste management systems.

In conclusion, students have a pivotal role in protecting the environment. Through education, practical engagement, advocacy, and innovation, they can contribute to a sustainable future. The actions of students today will determine the state of the environment for generations to come.

500 Words Essay on Role of Students in Protecting Environment

The environment is the backbone of our existence, providing us with the necessary resources to thrive. As the most dynamic and energetic segment of society, students have a pivotal role in environmental protection. They are not only the future custodians of the earth but also possess the capacity to bring about significant change through their actions and influence.

The Power of Knowledge and Education

Advocacy and awareness.

Students can act as powerful ambassadors for environmental protection. They can raise awareness about environmental issues among their peers, families, and communities. Through social media, community outreach, and participation in environmental campaigns, students can spread the message about the importance of sustainable living and responsible consumption. Their youthful enthusiasm can inspire others to take action and contribute to the collective effort of protecting the environment.

Adopting Sustainable Practices

Students can contribute to environmental protection by adopting sustainable practices in their daily lives. This includes reducing waste, recycling, conserving energy, and using public transportation or cycling instead of driving. Students can also promote sustainable consumption by choosing products that are environmentally friendly and supporting businesses that prioritize sustainability. These actions, while seemingly small, can have a profound impact when adopted by a large number of individuals.

Innovation and Problem Solving

Participation in environmental conservation.

Active participation in environmental conservation activities is another crucial way students can contribute to environmental protection. This could involve planting trees, cleaning up local areas, or participating in wildlife conservation efforts. Such activities not only have a direct positive impact on the environment but also help students develop a sense of responsibility towards the environment.

In conclusion, students have a significant role in protecting the environment. Their actions, whether it’s advocating for environmental issues, adopting sustainable practices, or participating in environmental conservation activities, can make a substantial difference. By harnessing their knowledge, creativity, and energy, students can contribute to the creation of a sustainable and environmentally conscious society. It is crucial for educational institutions to empower students to take up this role and guide them in their journey towards becoming environmental stewards.

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Investing in Quality Education for Economic Development, Peace, and Stability

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Introduction

Current Global Educational Challenges

Investing in Education Can Forge Strong Economies and Open Societies

Investing in Education Can Prevent Conflict and Rebuild Social Cohesion

Investing in Women’s and Girls’ Education Can Promote Peace and Stability

Annex 1: Investing in Education to Rebuild Social Cohesion after the 1994 Rwandan Genocide

Annex 2: Investing in Education to Reduce Inequality in Post-apartheid South Africa

Daniel F. Runde

Romina Bandura

Madeleine McLean

The Role of Education in Conflict Prevention

UNESCO and WHO urge countries to make every school a health-promoting school

Essay on Education for School Students and Children

Importance of Education

Doorway to Success

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Essay on Role of Students in Protecting Environment

100 Words Essay on Role of Students in Protecting Environment

Environmental Education

Practical Actions

250 Words Essay on Role of Students in Protecting Environment

Practical Engagement

Advocacy and Innovation

Annex 2: Investing in Education to Reduce Inequality   in Post-apartheid South Africa