Universal Education

System of universal education: It floundered and institutions of learning remained largely the preserve of privileged elites.

To begin with, Kozol interviews teachers and gathers important facts, in which the teachers state that nearly a third of all of the classes took place in portable classrooms, some in converted storage closets – “windowless and nasty,” as described by teachers and other classes took place in converted shop rooms without blackboards which means there were not enough classrooms available. As

Why isn't an education available for all students across the the globe?There are many reasons on why education is not available for all student across the globe most commonly in our society reasons that affect education are if students moving a lot ,there truant to school , or they work and go to school. In all this case they still get education even though it not a good one but in some part of the world there are children who don't even have a school in their community therefore they not receive an education.The barriers that impact children the most and cause them not to get an education are gender discrimination,location and most importantly political turmoil.Gender discrimination is a barrier because it keep girls for an education

In the beginning of our country school building consisted of one-room schools. All of the students met in a single room. There, a single teacher taught academic basics to several grade levels of elementary-age boys and girls. There was no heating or cooling systems, water or sanitation, or electricity. Now school buildings have over hundreds of classrooms with an individual teacher, heating in the winter, AC in the summer, clean water running through the whole school, electricity, and endless technology.

Before the rewrite of the emergency preparedness plan could be started, the principal sent out forms to all the teachers and staff to find out what different types of special talents were in the building. The staff went through the forms and

The current worldview toward education in American culture has seemingly bottlenecked as to the understanding and significance concerning being educated. The vast majority of citizens believe education is solely based on the level or degrees achieved; however, this mentality is capable of hampering employers from reaching their full potential in many different professions. In my opinion the populace in America would find a consensus that education is an essential component in achieving a comfortable life. This begs the question, is a conventional education an absolute necessity in life? We will endeavor toward discovery of this question in an attempt to come to a resolution by evaluating, comparing and contrasting life experiences with formal education.

To solve the problems that plague the education system, one must identify the factors that influence them. The political and

Introduction: General education classes are simply colleges cleaning up from where high school failed. They are charging us to reteach skills

There are many challenges that face the students in city schools. Many students in these schools wish to get proper education

The present school system is corrupt. Administration makes rules to try and make every student exactly like one another. The schooling systems expectations of students limits their opportunities to express their individuality.

Undoubtedly, governments should concern about education, and establish the rules that guide it. And it is reasonable that this rules lead to the equanimity, as equal opportunities to everyone. If all students get aknowledge of the same subjects, then their skills and efforts will

Confidence in the principle of universal equality of educational opportunity is difficult to maintain when one views the breadth of the educational landscape in America. When viewing two schools that fall on opposite sides of the spectrum in nearly every measurable aspect, it is crucial to make sense of where such disparity is founded so that the education system can be altered to better society. One such example of a tremendous educational gap is found in the 3.6 miles that span between the Nashville High Schools Pearl Cohn and Hume Fogg. Pearl Cohn, an entertainment magnet school located in a predominantly African American and poor socioeconomic area, has a 69% graduation rate, whereas Hume Fogg, an academic magnet school with 97% of students proficient in math and/or reading, has only 21% of students classified as economically disadvantaged (). Every similar and contrasting aspect between Pearl Cohn and Hume Fogg, overt and covert, can be viewed in the context the educational inequity birthed from Brown vs. Board and subsequent Brown II decision. Thus, by pairing observations of the two schools with the content discussed in Ogletree’s All Deliberate Speed, one can begin to make sense of the large discrepancies seen between the two schools, proof that society, the school and the teacher are interdependent.

In England compulsory education for all children starts at 5 years of age and continues up until the age of 16 years (it has been changed to 17 years in 2013 and to 18 years in 2015 subject to a number of conditions relating to the engagement of the student in employment, training and education).

Before the 18th century, there were no systems of public education, which were paid by taxation, remained compulsory to everybody and were free in terms of delivery. This revolutionary idea was conceived in the intellectual culture of the enlightenment and in the economic circumstances of the industrial revolution. Due to widespread misconception that working class offspring’s are not able to learn or could benefit from education, what was influenced by economic interests of the time, speculations in regards to social structure and human social life start to appear (Ken Robinson 2008 n.p.). Education had series of reforms before it obtained its current form. Through the time, national curriculum broadened as additional subjects and qualifications were added e.g. politics or introduction of ‘Tripartite Education’ in 1944. Also, initial pattern of having different curriculum for boys and girls has changed. Nevertheless, despite all the alterations, key functions of education remained. Developing socialisation abilities, academic knowledge, job skills and cultural understanding is the aim of contemporary comprehensive curriculum in almost all countries in the world. Yet, education sphere is not without flaws, many sociologists are in debates trying to resolve issues of alienation, class conflict, gender and ethnicity as well as improve vocationalism and lifelong learning practices.

Before the introduction of English education India, there are no direct evidences of teachers ' education in ancient or medieval India. Yet, considering the high ideals and standard of educational system during these periods, it is difficult to accept that a teacher was thus appointed without any kind of basic training or education. I have therefore tried to draw inference from the scattered information available in different sources. The study has