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Does education prepare you for working life?

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Opinion image

As new school and university semesters are beginning in many regions, thoughts turn to the importance of education and how effectively it prepares young people for working life. Education’s main purpose is to equip children and young adults with the skills they need to enter the labor market and build successful careers. Whether schooling is fulfilling this purpose suitably is the subject of much research and discussion.

Unfortunately, the empirical evidence shows that education is currently not adequately preparing young people for labor market success in many countries, causing the paradoxical issues of prevalent skills shortages alongside high levels of youth unemployment. This skills mismatch is a real challenge faced by many economies, as workers being in a job badly matched for their skill set has negative implications for individuals and economies.

Peter Sloane has written an article on this, titled Overeducation, skill mismatches, and labor market outcomes for college graduates , for IZA World of Labor. Sloane writes that “many college graduates are employed in jobs for which a degree is not required, and which the skills they learned in college are not being fully used.” This over-skilling causes low job satisfaction and lower productivity which makes it harmful to both employee welfare and employer interests. Having over-skilled graduates in non-graduate positions has repercussions for less-educated and lower-skilled segments of society who cannot then get the jobs suited to their skill-set.

The skills mismatch problem means that engaging employers in education policy is becoming a priority for governments and schools globally. Young people are entering the labor market with more years in education and more qualifications than ever before, but are finding it incredibly difficult to secure the jobs they want (or believe they are entitled to). Governments must support policies to bring the worlds of education and employment closer together. Urging educators and employers to work more closely will improve young people’s preparation for contemporary careers and help them to more successfully transition from school to work. Research from the UK’s Education and Employers Taskforce shows that successful policies in schools to prepare pupils for work include offering effective careers advice for the current/future job market, practical guidance on how to write a CV, how to apply for a job, and interview practice.

In developing countries, better information on university quality may reduce overeducation and skills mismatching. Gustavo Yamada argues, in his recently published IZA World of Labor article , that it is the rapid increase in the number of university graduates that may be causing the skills mismatch, particularly in developing countries with weak job markets. Yamada writes, “More university graduates could exacerbate unemployment, underemployment, and overeducation of professionals,” and goes on to suggest that, “policies should focus on the collection and dissemination of information on employability by career and institution.” This will ensure that young people are aware of the likely returns to their investment in higher education, before they undertake a university degree.

Another method for increasing the skilled workforce, which may prevent overeducation and skill mismatching, is shortening the number of years students spend in secondary school. In his IZA World of Labor article, The impacts of shortening secondary school duration, Stephan Thomsen writes that, “Shortening secondary school can boost the sustainability of tax and social security systems by enabling people to work longer. It can also ease the rising shortages of skilled workers through intergenerational transfers of know-how.” The twofold benefits of shortening secondary school duration (easing skill shortages, whilst also increasing the skilled workforce in aging societies) suggest that this could be a good problem-solving policy decision for the future. Although actions such as this may seem controversial, and may prove unpopular with parents who want their children to be as highly educated as possible, hard decisions need to be made by policymakers to ensure that today’s education systems are not failing the workers of tomorrow.

© Klaus F. Zimmermann 

Read more of our Education and Human Capital articles.

Please note: We recognize that IZA World of Labor articles may prompt discussion and possibly controversy. Opinion pieces, such as the one above, capture ideas and debates concisely, and anchor them with real-world examples. Opinions stated here do not necessarily reflect those of the IZA.

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Does Higher Education Still Prepare People for Jobs?

  • Tomas Chamorro-Premuzic
  • Becky Frankiewicz

education prepare individuals for job essay

Many degrees don’t teach students the skills they’ll need in the future.

In an age of unpredictable job evolution, it is hard to argue that the knowledge acquisition historically associated with a university degree is still relevant. But as university qualifications become more commonplace, recruiters and employers will increasingly demand them, regardless of whether they are actually required for a specific job. Research shows that the correlation between education level and job performance is weak, and that intelligence scores are a much better indicator of job potential. If we were to pick between a candidate with a college degree and a candidate with a higher intelligence score, we could expect the latter to outperform the former in most jobs, particularly when those jobs require constant thinking and learning. Having said that, universities could substantially increase the value of the college degree if they spent more time teaching their students critical soft skills. As the impact of AI and disruptive technology grows, candidates who can perform tasks that machines cannot are becoming more valuable. There is a huge opportunity for colleges to restore their relevance by teaching their students emotional intelligence, resilience, empathy, integrity, learnability, and leadership skills.

We often hear employers and business leaders lament the unfortunate gap between what students learn in college and what they are actually expected to know in order to be job-ready. This is particularly alarming in light of the large — and still growing — number of people graduating from university: above 40% of 25 to 34-year-olds in OECD countries, and nearly 50% of 25 to 34-year-olds in America .

education prepare individuals for job essay

  • Tomas Chamorro-Premuzic is the Chief Innovation Officer at ManpowerGroup, a professor of business psychology at University College London and at Columbia University, co-founder of  deepersignals.com , and an associate at Harvard’s Entrepreneurial Finance Lab. He is the author of  Why Do So Many Incompetent Men Become Leaders? (and How to Fix It ) , upon which his  TEDx talk  was based. His latest book is I, Human: AI, Automation, and the Quest to Reclaim What Makes Us Unique.   Find him at  www.drtomas.com . drtcp
  • Becky Frankiewicz is President of ManpowerGroup North America and a labor market expert. Before joining ManpowerGroup, she led one of PepsiCo’s largest subsidiaries, Quaker Foods North America, and was named by Fast Company as one of the most creative people in the industry. Find her on Twitter:  @beckyfrankly .  

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Role of Education for Successful Careers Essay

Introduction.

Over the years, there has been ongoing debate on the importance of education for a successful career. Even to those who agree that education is important, there is still the lingering question on the level of importance. Many learners and employment seekers have repeatedly been questioning the importance of education with respect to personal career in certain fields.

There are also questions touching on the role of education in determining the level of success in the business world and in improving the quality of life in general. Today, many people seeking certain job opportunities with some even possessing many years experience find themselves being rejected in favour of candidates possessing degrees in that field. (Santiago)

Depending on the height of achievement that one is seeking to accomplish, the echelon of education might be practical, but the most important thing to realize is that some level of education is vital to future success. In essence, completing high levels of education shows that one has an obligation and enthusiasm to study and apply the gotten information in their various areas of specialization.

Additionally, this also acts as proof that one is willing to use the acquired thoughts, theories, and principles to attain a variety of responsibilities and aspirations. Although there are obviously many reasons why people should advance their education, the most important is that education enables a person to acquire the subject substance and vital information needed in the day-to-day living. (Hartman & Stewart 283)

Today, many people are undoubtedly shunning formal employment in favour of starting up their own businesses. This has led many people to question the importance of academic excellence in the light of this new development. Contrary to this belief, attaining academic excellence especially in English and language skills helps people to communicate their ideas in a clearer manner.

This is gotten from the fact that communication skills are fundamental in any task, whether dealing with co-workers or even business associates. Indeed, one has to efficiently convey their plans, ideas, and goals if they are to become respected people in the society.

Currently, any formal learning incorporates communication skills thus articulating the importance of attaining academic excellence during the learning years. (Moxley & Dumbrigue 36)

Despite the revolution that computers and calculators have brought in the modern world, there is still the need to do basic adding up and calculations on paper or even using the mind. Regardless of the profession that one might be in, there will always arise moments when one has to employ basic math skills.

Lacking these skills can be a big impediment to attaining a fulfilling career or even for life. Indeed, nearly every chore in the life of a man requires some basic math skills. These are activities like preparing meals, shopping, driving among many other chores that people engage in on day-to-day basis.

Lacking the basic math skills can become a big source of frustration for the involved parties and can lead to huge losses in an organization or even in ones private life. (Hartman & Stewart 284)

Currently, nearly all the best paying jobs in the market require high level of learning. In fact, the world works on a basic principle that the more education that one has, then the higher level of earnings they are likely to attain.

This clearly shows that academic excellence is a prerequisite for attaining financial growth in any given career. In fact, trends show that people who attain great success in the business world were once successful in school. Currently, anyone thinking of landing a lucrative job in any major organization must be holding some noteworthy level of education. (Moxley & Dumbrigue 37)

Unlike in the past when certain positions within organizations did not necessarily require any college education, the situation has been reversed and these positions are currently only open to people possessing a certain level of academic qualification.

In any given organization, managers use educational requirements to reduce the number of applicants especially in situations where the number of those applying for the job is more than the available positions.

There are many explanations as to why managers prefer people with higher education but the most likely reason is that learned people are perceived to be ready to learn the procedures within the company since college education is all about learning new things.

Additionally, being in school allows one to interact with people from different backgrounds, which helps them to hone their communication skills thus making them to succeed in their respective careers and in the business world. (Santiago)

Over the years, there has been an ongoing debate on whether academic excellence is important for a successful career. There is no doubt that academic excellence leads to financial breakthroughs in whatever career that one might be pursuing. Even then, there is still the lingering question on the required level of education that one should have attained to make them qualify for certain positions in an organization.

Current trends however show that the range of salaries in organizations depends on the level of education that one has attained. Unlike in the past when some positions within organizations did not require any level of education, the situation has changed and academic excellence is needed to even allow one to set foot in these organizations.

Works Cited

Hartman, Kathleen and Stewart, Thomas. Investing in Your College Education: Learning Strategies with Readings, 2009. Cengage Learning, 283-284. Print.

Moxley, David and Dumbrigue, Cecille. Keeping Students in Higher Education: Successful Practices & Strategies for Retention, 2001. Routledge, 36-40. Print.

Santiago, Andrea. Why is Education so Important for Success? , 2011. Web.

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IvyPanda. (2023, October 31). Role of Education for Successful Careers. https://ivypanda.com/essays/role-of-education-for-successful-careers-essay/

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1. IvyPanda . "Role of Education for Successful Careers." October 31, 2023. https://ivypanda.com/essays/role-of-education-for-successful-careers-essay/.

Bibliography

IvyPanda . "Role of Education for Successful Careers." October 31, 2023. https://ivypanda.com/essays/role-of-education-for-successful-careers-essay/.

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education prepare individuals for job essay

What’s the point of education? It’s no longer just about getting a job

education prepare individuals for job essay

Researcher for the University of Queensland Critical Thinking Project; and Online Teacher at Education Queensland's IMPACT Centre, The University of Queensland

Disclosure statement

Luke Zaphir does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Queensland provides funding as a member of The Conversation AU.

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This essay is part of a series of articles on the future of education.

For much of human history, education has served an important purpose, ensuring we have the tools to survive. People need jobs to eat and to have jobs, they need to learn how to work.

Education has been an essential part of every society. But our world is changing and we’re being forced to change with it. So what is the point of education today?

The ancient Greek model

Some of our oldest accounts of education come from Ancient Greece. In many ways the Greeks modelled a form of education that would endure for thousands of years. It was an incredibly focused system designed for developing statesmen, soldiers and well-informed citizens.

Most boys would have gone to a learning environment similar to a school, although this would have been a place to learn basic literacy until adolescence. At this point, a child would embark on one of two career paths: apprentice or “citizen”.

On the apprentice path, the child would be put under the informal wing of an adult who would teach them a craft. This might be farming, potting or smithing – any career that required training or physical labour.

education prepare individuals for job essay

The path of the full citizen was one of intellectual development. Boys on the path to more academic careers would have private tutors who would foster their knowledge of arts and sciences, as well as develop their thinking skills.

The private tutor-student model of learning would endure for many hundreds of years after this. All male children were expected to go to state-sponsored places called gymnasiums (“school for naked exercise”) with those on a military-citizen career path training in martial arts.

Those on vocational pathways would be strongly encouraged to exercise too, but their training would be simply for good health.

Read more: Guide to the classics: Homer's Iliad

Until this point, there had been little in the way of education for women, the poor and slaves. Women made up half of the population, the poor made up 90% of citizens, and slaves outnumbered citizens 10 or 20 times over .

These marginalised groups would have undergone some education but likely only physical – strong bodies were important for childbearing and manual labour. So, we can safely say education in civilisations like Ancient Greece or Rome was only for rich men.

While we’ve taken a lot from this model, and evolved along the way, we live in a peaceful time compared to the Greeks. So what is it that we want from education today?

We learn to work – the ‘pragmatic purpose’

Today we largely view education as being there to give us knowledge of our place in the world, and the skills to work in it. This view is underpinned by a specific philosophical framework known as pragmatism. Philosopher Charles Peirce – sometimes known as the “father of pragmatism” – developed this theory in the late 1800s.

There has been a long history of philosophies of knowledge and understanding (also known as epistemology). Many early philosophies were based on the idea of an objective, universal truth. For example, the ancient Greeks believed the world was made of only five elements: earth, water, fire, air and aether .

Read more: Where to start reading philosophy?

Peirce, on the other hand, was concerned with understanding the world as a dynamic place. He viewed all knowledge as fallible. He argued we should reject any ideas about an inherent humanity or metaphysical reality.

Pragmatism sees any concept – belief, science, language, people – as mere components in a set of real-world problems.

education prepare individuals for job essay

In other words, we should believe only what helps us learn about the world and require reasonable justification for our actions. A person might think a ceremony is sacred or has spiritual significance, but the pragmatist would ask: “What effects does this have on the world?”

Education has always served a pragmatic purpose. It is a tool to be used to bring about a specific outcome (or set of outcomes). For the most part, this purpose is economic .

Why go to school? So you can get a job.

Education benefits you personally because you get to have a job, and it benefits society because you contribute to the overall productivity of the country, as well as paying taxes.

But for the economics-based pragmatist, not everyone needs to have the same access to educational opportunities. Societies generally need more farmers than lawyers, or more labourers than politicians, so it’s not important everyone goes to university.

You can, of course, have a pragmatic purpose in solving injustice or creating equality or protecting the environment – but most of these are of secondary importance to making sure we have a strong workforce.

Pragmatism, as a concept, isn’t too difficult to understand, but thinking pragmatically can be tricky. It’s challenging to imagine external perspectives, particularly on problems we deal with ourselves.

How to problem-solve (especially when we are part of the problem) is the purpose of a variant of pragmatism called instrumentalism.

Contemporary society and education

In the early part of the 20th century, John Dewey (a pragmatist philosopher) created a new educational framework. Dewey didn’t believe education was to serve an economic goal. Instead, Dewey argued education should serve an intrinsic purpose : education was a good in itself and children became fully developed as people because of it.

Much of the philosophy of the preceding century – as in the works of Kant, Hegel and Mill – was focused on the duties a person had to themselves and their society. The onus of learning, and fulfilling a citizen’s moral and legal obligations, was on the citizens themselves.

Read more: Explainer: what is inquiry-based learning and how does it help prepare children for the real world?

But in his most famous work, Democracy and Education , Dewey argued our development and citizenship depended on our social environment. This meant a society was responsible for fostering the mental attitudes it wished to see in its citizens.

Dewey’s view was that learning doesn’t just occur with textbooks and timetables. He believed learning happens through interactions with parents, teachers and peers. Learning happens when we talk about movies and discuss our ideas, or when we feel bad for succumbing to peer pressure and reflect on our moral failure.

education prepare individuals for job essay

Learning would still help people get jobs, but this was an incidental outcome in the development of a child’s personhood. So the pragmatic outcome of schools would be to fully develop citizens.

Today’s educational environment is somewhat mixed. One of the two goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians is that:

All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

But the Australian Department of Education believes:

By lifting outcomes, the government helps to secure Australia’s economic and social prosperity.

A charitable reading of this is that we still have the economic goal as the pragmatic outcome, but we also want our children to have engaging and meaningful careers. We don’t just want them to work for money but to enjoy what they do. We want them to be fulfilled.

Read more: The Melbourne Declaration on Educational Goals for Young Australians: what it is and why it needs updating

And this means the educational philosophy of Dewey is becoming more important for contemporary society.

Part of being pragmatic is recognising facts and changes in circumstance. Generally, these facts indicate we should change the way we do things.

On a personal scale, that might be recognising we have poor nutrition and may have to change our diet. On a wider scale, it might require us to recognise our conception of the world is incorrect, that the Earth is round instead of flat.

When this change occurs on a huge scale, it’s called a paradigm shift.

The paradigm shift

Our world may not be as clean-cut as we previously thought. We may choose to be vegetarian to lessen our impact on the environment. But this means we buy quinoa sourced from countries where people can no longer afford to buy a staple, because it’s become a “superfood” in Western kitchens.

If you’re a fan of the show The Good Place, you may remember how this is the exact reason the points system in the afterlife is broken – because life is too complicated for any person to have the perfect score of being good.

All of this is not only confronting to us in a moral sense but also seems to demand we fundamentally alter the way we consume goods.

And climate change is forcing us to reassess how we have lived on this planet for the last hundred years, because it’s clear that way of life isn’t sustainable.

Contemporary ethicist Peter Singer has argued that, given the current political climate, we would only be capable of radically altering our collective behaviour when there has been a massive disruption to our way of life.

If a supply chain is broken by a climate-change-induced disaster, there is no choice but to deal with the new reality. But we shouldn’t be waiting for a disaster to kick us into gear.

Making changes includes seeing ourselves as citizens not only of a community or a country, but also of the world.

Read more: Students striking for climate action are showing the exact skills employers look for

As US philosopher Martha Nussbaum argues, many issues need international cooperation to address . Trade, environment, law and conflict require creative thinking and pragmatism, and we need a different focus in our education systems to bring these about.

Education needs to focus on developing the personhood of children, as well as their capability to engage as citizens (even if current political leaders disagree) .

If you’re taking a certain subject at school or university, have you ever been asked: “But how will that get you a job?” If so, the questioner sees economic goals as the most important outcomes for education.

They’re not necessarily wrong, but it’s also clear that jobs are no longer the only (or most important) reason we learn.

Read the essay on what universities must do to survive disruption and remain relevant.

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Ielts essay 244 - university education to help graduates get better jobs, ielts writing task 2/ ielts essay:, some people believe the aim of university education is to help graduates get better jobs. others believe there are much wider benefits of university education for both individuals and society..

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MA Paper: Does education prepare young people for employment?

Profile image of Josh  Harsant

This paper considers the question: "Does education prepare young people for employment?". In doing so, it addresses the theoretical foundation on which the question sits and particularly addresses the idea of 'skills'. This paper was submitted as a final assignment of my Bachelor's Degree in Education. It scored a 73.

Related Papers

Commonwealth Education Partnerships

Trey Menefee

education prepare individuals for job essay

Riccardo Zuffo , Elisa Maiolo

Labour market transformations occurred in the last century have led to a more highly qualified workforce whose request has produced, as an effect, the phenomenon called “overeducation” (Freeman, 1976).While traditionally investment in education was considered the best way to ensure a good job, today it seems that being qualified not always guarantees a secure and decent occupation. The present work is an explorative study about university students’ occupational expectancies and it aims at investigating their employability.

Vanna Boffo , paolo federighi

This study has been carried out to understand the priority initiatives that can be undertaken by the social economy organizations themselves and the institutions with educational tasks (university, secondary schools, training centres) to foster the meeting of the supply and employment de- mand for quali ed young people. The importance of the social economy for youth employment has grown in the recession years. While many enterprises were closing down or reducing sta numbers, many cooperatives and social enterprises in- creased their employees by as much as 2% per year, and in this study we even see cases where in the ve-year period from 2008 to 2012 employ- ment doubled. That big world of the social and solidaristic economy, consisting of non-pro t enterprises, associations, mutual foundations and ethical nance, etc. gives work to 14.5 million people in Europe. It has never been considered an economic element, but rather a social compo- nent. Over the last decades, it has proven to be an important actor in re- sponding to the need to expand youth employment. «The social economy [...] increased more than proportionately between 2002-03 and 2009- 10, increasing from 6% to 6.5% of total European paid employment and from 11 million to 14.5 million jobs» (European Commission, 2013c: 45). With this study, we intended to focus our attention on the impact that the social economy has on the employment of young people and, in particular, on how to scale down the barriers and obstacles that produce the mismatch between employment supply and demand, both in terms of the competences required by the labour market and produced by the training curricula, and of the ends and sense of the training courses and the need to prepare young people to enter and, above all, stay in the la- bour market. Hence, from all the material gathered, we have chosen to report and analyse the empirical material on 52 case studies relating to organizations operating in sectors with a hypothetically high potential for the expansion of employment among young people with or without suitable levels of education. Also coming about to aid the employment of non-skilled workers, the social economy has been characterized by a demand for competences that do not necessarily require a high level of quali cations. Howev- er, today, faced with the evolution in requirements from the popula- tion and institutions, it has ventured into areas and sectors that require growing levels of quali cations and specializations. The study of the employment trends in the sample in question provides a clear indica- tion that the increase in employment demand is mainly for young peo- ple with high skill levels. Starting from these premises, we tried to analyse and investigate some features of the demand for competences in the most important sectors of the social economy which, more than others, absorb the supply of workers with quali cations in the educational, training and social sec- tors. The aim of studying the demand was to draw indications on ways to build initial training curricula for some of the professional families required by this speci c sector of the labour market. As a whole, the in- vestigation is all the richer thanks to its comparative dimension, since it is based on ndings from the SALM project and takes into considera- tion the cases of organizations working in Portugal, Malta, Romania, Scotland, Spain and Tuscany. The work carried out enabled us to begin to gain a clearer de nition of the access to a speci c labour market, which is nevertheless of central importance for the sustainability of services for citizens. Where in Eu- rope, until two or three decades ago, support for the educational/training/ social care of the human person was theorized through state interven- tion and only possible in the most economically advanced countries, at present we are in a time, accelerated by the world crisis of 2007-2008, in which these educational, cultural, social and care services are man- aged by forms of a di erent economy from that of the nation-state. In this sense, it is important and strategic to understand the link between building employability for young people who want to enter this speci c labour market and the requests for competences coming from the em- ployers and the users of these markets, for the future of the educational professions, for the improvement of service quality standards, and for the personal and social well-being of all the actors who can and want to help innovate and transfer ideas and measures for the future of our so- cieties. In relation to this, given that measures are required to accom- pany young people in their integration in the labour market, we have developed, albeit not at a comparative level, applied research activities in the sphere of placement and job ‘formation’ in the educational and care professions. In addition, we have studied and tested a toolkit to improve the young people’s competences and employability, as well as their self- employment and entrepreneurship

EXCEL International Journal of Multidisciplinary Management Studies, EIJMMS

Dr.Hari G. Krishna

Employability of Youth is much debated and researched topic in Indian scenario. We are shouldering the responsibility of the Youth Employability alone to Youth, which seems o be quite illogical and unpractical. However, at the same time we should not ignore other roles, which need consideration. In this study, we are analysing the various roles involved in the youth employability during different stages. According to „India Skills Report‟ published by Wheel box, People strong, LinkedIn and the confederation of Indian industry, Eight out of ten students aged between 18 and 21 in Chennai are unemployable. The study measuring the skill level of people in various age groups was conducted among a total of three lakh people across the country, with 12,303 being from the city. The objective of the study is to find out the the various roles involved in the youth employability. Youth employability is traversing through different phases and we are attempting to analyse the roles played by each one of them as follows: Roles by Parents, Roles by Society, Roles by educational institutions, Roles by Govt/Governing bodies, Roles by Employers, and Roles by Youth. We are not concluding the concept youth employability but beginning the same for better future work force. All the roles, which are mentioned in this paper, are interrelated, interconnected and interdependent. Hence, a holistic approach in congruence to industry demands and expectations has to evolve and practice.

Mária Nováková

Despite their determination to work and build their careers, school graduates are not sufficiently prepared to look for work and the opportunities to search a job. In most cases they are well prepared in theory and language and are literate in modern technologies. Their biggest handicap is the lack of practical skills and work experience. At the same time, graduates have to face the challenges of accelerated globalization and digitization. It is necessary to find answers to questions about what professional knowledge, practical skills, attitudes and values will be shaped by today's graduates and how education systems can develop the required knowledge and skills. The ambition of our contribution is to identify the main disparities that must be overcome in order to achieve the goal of the country's economic development strategy, in which the education system must inevitably correspond to the labour market requirements.

Jayant K . Panigrahi. Ph.D

This paper explores notions of ‘employability’ in the context of the experiences of those young people who leave the English education system at 16+ with few or no academic credentials. The paper contests the conflation of ‘employability skills’ with ‘inclusion’ in policy discourse, arguing that the real impact of such programmes is to inculcate attitudes and behaviours consistent with low pay, low skill work in already marginalised young people. It draws on empirical evidence from two studies which suggest that what young people really want are real, practical skills which are directly transferable to the world of work and which would fulfil the promise of high pay, high skill work in a knowledge economy. The paper concludes that in a world where many young people are increasingly marginalised in terms of both education and employment, only an education which provides the skills the young people aspire to, and which has real exchange value in the labour market place can confer any real advantage to them. Current approaches to employability skills education, far from achieving this, are little more than an exercise in social control resulting in new forms of class and labour (re)production as already marginalised young people are socialised into particular forms of casual and low pay, low skill employment.

Conceptual Research Article

Dr.R. Subasree

The life skills approach also seeks to fill the gap in modern education and it creates an awareness of individual"s environment, of social dynamics and of the roles one plays and wants to play. It requires individuals to be empowered to manage their lives in meaningful and responsible ways by exercising control over their living and working conditions. And life skills plays a vital role in competence building, it has to be initiated among school children at the earliest possible. In this connection it is highly imperative to be potentially proficient individual to compete in the global race. In light of these concerns, the researcher embarked on multipronged attempt on the issue of practical intelligences and competency building through life skills training. Keeping the implementation point in view that, given the dramatic changes in the world of work and careers, a more up-to date approach is needed to enable career counselors and their clients to respond adequately to new developments in careers, career choice and career execution. Further this paper will explore the role of life skills training in early years of schooling to gain and sustain in the world of career. In this geneses the following objectives are framed for this present study.1.To explore the Current and emerging challenges towards competence building, 2. To Understanding skill development process,3. To identify the factors influencing career decision making based on the current changing trends in world of work, 4. To relate the importance of life skills in promoting and supporting the individuals to optimize their potentials, 5.To help the youth in choosing the right career path and make informed decisions, and 6. To critically analysis the need for life skills training among youth to build competence to suit the emerging competence based world of work.

Gabriel Claudiu Mursa

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Regions & Countries

5. the value of a college education.

An extensive body of research has argued that obtaining a college diploma is a good deal for graduates on almost any measure – from higher earnings to lower unemployment rates. By the same token, those without a college degree can find their upward mobility in the job market limited by a lack of educational credentials: This survey finds that one-third of Americans who lack a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because that job required a bachelor’s degree.

But despite the potential benefits and opportunities available to college graduates – and the potential challenges faced by those who lack a college diploma – Americans have somewhat mixed attitudes about the effectiveness of traditional four-year colleges and other higher education institutions. On a personal level, many college graduates describe their own educational experience as having a generally positive impact on their personal and professional development. Roughly six-in-ten (62%) college graduates with two- or four-year degrees think their degree was very useful for helping them grow personally and intellectually, while roughly half think it was very useful for opening up job opportunities (53%) or for providing them with useful job-related skills and knowledge (49%).

Yet even as many college graduates view their own educational experience in positive terms, the public as a whole – including a substantial share of college graduates – expresses reservations about the extent to which various higher education institutions prepare students for the workforce more generally. Just 16% of Americans think that a four-year degree prepares students very well for a well-paying job in today’s economy, and 51% say this type of degree prepares students “somewhat well” for the workplace. Some 12% think that a two-year associate degree prepares students very well (46% say somewhat well), and 26% feel that certification programs in a professional, technical, or vocational field prepare students very well (52% say somewhat well).

The purpose of college: Americans view workforce-relevant skills and knowledge as more important than personal and intellectual growth

Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important. The public’s views on this issue have shifted slightly in favor of skills development since the last time Pew Research Center asked this question in 2011. At that point, 47% said main purpose of college should be to teach specific skills and knowledge and 39% said it should be to promote personal and intellectual growth.

education prepare individuals for job essay

Americans who have engaged in additional schooling beyond a bachelor’s degree are especially likely to say that the main purpose of college should be personal and intellectual growth, rather than the acquisition of specific skills and knowledge. Some 47% of those with a postgraduate or professional degree think the main purpose of college should be personal and intellectual growth, while 35% think it should be teaching workplace-relevant skills.

In contrast, those with limited college experience (or no college experience at all) are more likely to prioritize the development of specific skills over general intellectual improvement. For instance, 56% of Americans with a high school diploma or less say college should be primarily a place to develop specific work-oriented knowledge and skills, while just 31% see it primarily as a place for personal and intellectual growth.

There is also a partisan element to these views, with Republicans and Democrats expressing highly differing opinions on the purpose of college. Democrats (including Democratic-leaning independents) are about evenly split on which of these objectives is more important: 42% say colleges should prioritize personal and intellectual growth, while 43% say they should prioritize the development of workforce-relevant skills. But among Republicans and Republican leaners, 58% say that the main purpose of college should be teach specific skills – while just 28% feel that the main purpose should be general personal and intellectual growth.

These partisan differences hold true even after accounting for differences in educational attainment. Democrats and Democratic leaners with high levels of educational attainment are more likely to prioritize personal and intellectual growth relative to Democrats and Democratic leaners with lower levels of educational attainment.

education prepare individuals for job essay

But Democrats and Democratic-leaning independents at all educational levels are more likely than Republicans and Republican-leaning independents with similar levels of education to believe that personal and intellectual growth should be the main purpose of college.

Along with Democrats and those who have progressed beyond a bachelor’s degree, younger adults (those ages 18 to 29) are more likely than older adults to feel that personal and intellectual growth should be the primary purpose of college: some 43% of 18- to 29-year olds feel this way, compared with roughly one-third of those in older age groups.

In addition, Americans who themselves work in the education field tend to place a greater emphasis on personal and intellectual growth as the primary purpose of college: 46% believe that this should be the main purpose of a college degree, while 35% believe that college should mainly be a place to develop specific skills and knowledge (19% of those who work in the education industry consider them equally important).

Most college graduates regard their college experience as very useful for intellectual growth; views are more mixed when it comes to job opportunities and marketable skills

When asked to assess certain aspects of their own educational experience, about six-in-ten (62%) college graduates (including those who graduated from a two-year degree program) feel that their time in college was very useful in helping them grow personally and intellectually. About half say their college experience was very useful in helping them access job opportunities (53%) or in helping them develop skills and knowledge they could use in the workplace (49%).

education prepare individuals for job essay

The further people have progressed in their college career, the more likely they are to consider their experience very useful. Those with a postgraduate or professional degree are more likely to say that their college education was very useful in each of these respects compared with four-year degree holders, who are in turn more likely than those with a two-year associate degree to say that their education was very useful across each of these measures. For example, while two-thirds of those with a postgraduate or professional degree say their college education was very useful in opening doors to job opportunities, 56% of those with a four-year degree, and an even smaller share (40%) among those with a two-year degree, say the same. And while 57% of those with more than a bachelor’s degree say college was very useful in helping them develop marketable skills, about half or a smaller share among those with a four- or two-year degree hold this view (49% and 43%, respectively).

education prepare individuals for job essay

When it comes to helping them grow professionally and intellectually, majorities of those with a postgraduate or professional degree (77%) and those with a bachelor’s degree (64%) say college was very useful, compared with 46% of those with a two-year college degree.

Americans have mixed views about the extent to which college prepares students for a well-paying job in today’s economy

When asked a broader set of questions about the impact of college more generally, the public expresses somewhat mixed views about the extent to which a college education prepares students for success in the workforce.

Two-thirds of Americans (67%) think that a traditional four-year degree prepares students for a well-paying job in today’s economy at least somewhat well, but just 16% think it prepares them very well, and 29% think it does not prepare them well. A somewhat smaller share of Americans (58%) think that a two-year community college degree prepares students for a well-paying job either very (12%) or somewhat (46%) well, while 38% think that these programs do not prepare students well.

education prepare individuals for job essay

Interestingly, Americans with a four-year college degree are generally no more positive – or negative – than those with less education about the relationship between a four-year degree and a well-paying job: 13% of those with a bachelor’s degree or more education say a four-year degree prepares people very well, as do 11% of those with a two-year associate degree, 12% of those with some college experience but no degree, and 17% of those with a high school diploma. Among those who did not complete high school, however, 40% believe that a four-year college degree does a very good job of preparing people for a well-paying job.

When it comes to assessments of a two-year college degree, about one-in-six (16%) Americans who hold this type of degree say it prepares workers very well for a well-paying job. This is considerably larger than the share of those with at least a bachelor’s degree (7%) who say a two-year degree prepares people very well, but not necessarily more positive than the views of those with less education.

Blacks and Hispanics are more likely than whites to say four- and two-year degrees prepare people very well for a job in today’s economy. For example, about three-in-ten (29%) Hispanics and about a quarter (24%) of blacks say this about a four-year degree, compared with 12% of whites. And while about one-in-five blacks and Hispanics (18% each) say a two-year associate degree prepares people very well, one-in-ten whites share this view.

These findings are consistent with previous Pew Research Center surveys that found that black and Latino parents view college as more essential for their children’s success than do white parents.

education prepare individuals for job essay

A substantially larger share of the public has positive attitudes towards certification programs in a professional, technical or vocational field in the context of workforce development. Some 78% of Americans think that these programs prepare students well for a job in today’s economy, including 26% who think they prepare students very well. Just roughly one-in-five (19%) think they do not prepare students well. It is important to note, however, that respondents were not asked about the effectiveness of certification programs instead of a college education.

Positive assessments of certificate programs as a way to prepare workers for jobs in today’s economy are particularly widespread among those who did not complete high school; 44% in this group say these types of programs prepare people very well, compared with about a quarter (27%) of those with a high school diploma and a similar share of those with some college, but no degree (22%), a two-year degree (28%), or a four-year degree or more education (22%). Certificate programs are also particularly well-regarded among Hispanics, 39% of whom say they prepare people very well for a good job in today’s economy. About a quarter of blacks (25%) and whites (23%) say the same.

One-third of Americans without a bachelor’s degree have elected to not apply for a job they felt they were qualified for because it required a four-year degree

education prepare individuals for job essay

Recent research has argued that there is a “ credentials gap ” in today’s workforce, as employers increasingly require a bachelor’s degree for positions that did not demand this level of schooling in the past. And the survey finds that 33% of Americans who do not have a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because it required a bachelor’s degree.

Americans who have engaged in some type of formal education beyond high school (short of obtaining a bachelor’s degree) are particularly likely to believe they’ve been adversely affected by credentialing requirements as they work their way up the educational ladder. Some 25% of Americans with a high school diploma or less and no additional schooling beyond that have not applied for a job because of a bachelor’s degree requirement. But that figure rises to 34% among those with a high school diploma plus additional vocational schooling, to 38% among those with some college experience but no degree, and to 44% among those with a two-year associate degree. Put somewhat differently, as people receive additional formal education without actually obtaining a bachelor’s degree, they may develop relevant skills without the on-paper credentials to match.

In addition, adults younger than 50 are much more likely than older adults to have refrained from applying to a job they felt they were qualified for because they didn’t meet the formal educational requirements. About four-in-ten non-college graduates ages 18 to 29 (41%) and ages 30 to 49 (44%) say this has happened, compared with 31% of those ages 50 to 64 and just 12% of those 65 and older.

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

Education Is the Key to Better Jobs

Subscribe to the economic studies bulletin, michael greenstone , michael greenstone nonresident senior fellow - economic studies , the hamilton project adam looney , and adam looney nonresident senior fellow - economic studies michael greenstone and adam looney, the hamilton project mgaalthp michael greenstone and adam looney, the hamilton project.

September 17, 2012

Few issues are more critical than putting Americans back to work. With the economy adding private-sector jobs for the last 30 consecutive months and the unemployment rate continuing to tick down, another concern has begun to dominate the discussion. Is it enough to find a job, or should we be more focused on the quality of that job? For those Americans who have been displaced in the workforce, what are their prospects of finding comparable employment in the 21st century, post-recession economy? After all, having a job—any job—does not guarantee a wage that will support a family. How, then, can we foster an economy that produces quality, high-paying jobs?

There may be a range of perspectives on the best way to move our economy forward, but one element essential to any answer is education. It may seem intuitive that more educated people earn more, yet the extent to which this is true is striking. A picture is often worth a thousand words, and the graph below illustrates this point.

sept chart

The horizontal axis measures income while the vertical axis breaks up the income level by education level. As we move to the right toward higher incomes, we see that college graduates make up a bigger and bigger chunk of those earners. A few numbers help to underscore this. Those with only a high school diploma accounted for 39 percent of those who made between $20,000 and $30,000, but just 8 percent of those earning more than $100,000. In contrast, college graduates only accounted for 18 percent of the $20,000-to-$30,000 group and 75 percent of people earning more than $100,000, despite the population of these two educational demographic groups being roughly equal.

The message is clear—more education opens the gateway to better, higher-paying jobs. To put this into perspective, consider this:

  • An individual with only a high school diploma is twice as likely to make under $40,000 per year than someone with a college degree.
  • In contrast, an individual with a college degree is nearly nine times more likely to make over $100,000 than someone with only a high school diploma and 13 times more likely to make more than $200,000 per year.

On September 27th, The Hamilton Project will host an event focusing on the value of education, and opportunities to promote attainment and achievement in our K-12 system. We will release a series of economic facts about K-12 education in addition to three new discussion papers by outside authors— “Staying in School: A Proposal to Raise High School Graduation Rates,” “Learning from the Successes and Failures of Charter Schools,” and “Harnessing Technology to Improve K-12 Education.” Focusing on the new papers, three panels of distinguished experts will explore the value of stricter and better-enforced attendance laws, in coordination with other programs, to increase the high school graduation rate; the use of new evidence to demonstrate how targeted charter school methods could be successfully applied in public schools; and a new approach to evaluating education technologies to help speed the development of valuable new products.

The new Hamilton Project papers will be available on September 27th at 9:00 AM ET. For more information or to register for the event, click here .

Michael Greenstone  is the director of The Hamilton Project and  Adam Looney is its policy director. For more about the Project, visit www.hamiltonproject.org .

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February 1, 2024

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British Council

  • English, education and arts
  • Our work in education
  • Skills and employability
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  • Vocational Education Exchange
  • Providing career guidance to vocational education students

Preparing young people for the careers of the future

education prepare individuals for job essay

It is believed that as many as 65 per cent of today’s students will be employed in jobs that don’t yet exist, which means preparing our young people for the future world of work has never been more challenging. While qualifications and knowledge remain important, the students of today need the opportunity to grow into creative and critical citizens, ready to shape the future for themselves. 

To support this goal, the British Council’s new 21st Century Schools programme is ready to support schools across the Western Balkans to introduce innovative teaching methodology and help students build the essential digital, problem solving and critical thinking skills needed for their future education and career. After a call for applicants, which was open to all schools in the Western Balkans, the programme will soon be announcing the first batch of schools to receive direct support.

In collaboration with relevant ministries in the region, 21st Century Schools will offer access to training, equipment and materials, as well as providing a gateway to a network of schools across the Western Balkans and the UK. Support will include:

  • training and support for school leaders to further develop their management and leadership skills and to help them effectively integrate and embed digital and core skills across existing national curricula. 
  • training and support for teachers across two core modules: digital skills, which focuses on incorporating digital literacy into the curriculum, and using digital tools for learning, communication and collaboration; and critical thinking and problem solving, which focuses on improving student self-directed thinking and learning to produce new and innovative ideas. 
  • resources to develop students’ digital skills, including free Micro:bit pocket-sized, codable computers (in partnership with Micro:bit Education Foundation) designed to give students entry level skills and confidence in computer literacy and coding in ICT classes and other subjects; resources on how to initiate and start coding clubs and join international coding challenges and initiatives; and the opportunity to trial and test new products and services, such as apps and websites, from the British Council and other future partners. 
  • networking opportunities, including the chance to share experiences and good practice with schools across the Western Balkans; the chance to collaborate with other schools through inter-school coding clubs; the opportunity to contribute to national and Western-Balkans-wide policy discussions; and an invitation to the annual ‘New Technologies in Education’ event in Belgrade.
  • the chance to receive the 21st Century Schools Award at ‘New Technologies in Education’ in June 2018.

Success stories during and after the programme will be shared, and there will be further opportunities for more schools to be involved in the programme’s next round following the initial pilot and evaluation. 

British Council Worldwide

  • Afghanistan
  • Bosnia and Herzegovina
  • Czech Republic
  • Hong Kong, SAR of China
  • Korea, Republic of
  • Myanmar (Burma)
  • Netherlands
  • New Zealand
  • North Macedonia
  • Northern Ireland
  • Occupied Palestinian Territories
  • Philippines
  • Saudi Arabia
  • Sierra Leone
  • South Africa
  • South Sudan
  • Switzerland
  • United Arab Emirates
  • United States of America

These are the world's top regions for preparing students for work

Coloured pencils are pictured in a wooden box at a nursery school in Eichenau near Munich June 18, 2012.   REUTERS/Michaela Rehle (GERMANY  - Tags: EDUCATION SOCIETY) - RTR33VKH

Are the world's schools making the grade? Not according to this survey. Image:  REUTERS/Michaela Rehle

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education prepare individuals for job essay

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  • A majority of people around the world don't feel that schools are preparing students for jobs.
  • Education remains a priviledge rather than widely available.
  • There is strong support among the public for global cooperation.

Did you feel ready for your first job?

Probably not, but a new poll by SAP and Qualtrics suggests that across the world people still don't feel that local schools are preparing students to get jobs.

In just two regions, respondents rated schools as 'excellent' or 'good'.

Have you read?

Schools of the future: defining new models of education for the fourth industrial revolution, jobs will be very different in 10 years. here's how to prepare, hundreds of millions of workers need reskilling. where do we start.

A disappointing report card

The survey asked 'How would you rate local schools when it comes to preparing students to get jobs today?'.

As the chart below shows, most respondents believe that local schools are underperforming. Only in East Asia and the Pacific and South Asia do a majority have an overall positive outlook.

education jobs Asia Fourth work schools future generations

Added to that is the feeling that access to a quality education remains a privilege, rather than something the majority of the population are able to enjoy.

education jobs Asia Fourth work schools future generations

With a quality education a key part of the Sustainable Development Goals , clearly plenty of homework is still needed - particularly given the changes brought about by the Fourth Industrial Revolution.

As the World Economic Forum's Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution report explains, education systems have "become increasingly disconnected from the realities and needs of global economies and societies" and need to adapt to provide future generations with the skills they need.

A positive lesson: we need to work together

The survey also explored attitudes towards global cooperation - with much more positive results.

In every region, a majority of people believe it's 'important' or 'very important' for countries to work together towards a common goal.

Sub-Saharan Africa and South Asia had the biggest majority in favour, with Western Europe the lowest. Globally, more than a third of respondents believe it's very important.

global goals cooperation

And, not only do people think it's a good idea, they also think countries benefit.

cooperation benefits global goals

More than 10,500 respondents took part in the survey, across 30 countries, representing around three-quarters of the global population.

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World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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  • Our Mission

What Is Education For?

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

Student presentation

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

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

Cover of book 'Imagine If....'

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

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

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

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

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

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

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

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

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

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

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

Eight Core Competencies

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

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

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

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

Show Me Institute

Is the Purpose of Education to Prepare Students for Jobs?

What is the purpose of public education? If you agree with Missouri Lt. Governor Mike Kehoe, you’d say the purpose is vocational—to prepare students for the workforce. At a recent event with the Moberly Area Chamber of Commerce, Kehoe praised the local school district for implementing fabrication labs in elementary and middle schools. As reported by the Moberly Monitor , Kehoe claimed, “Workforce development begins in grade school . . . We’ve got to get really good at career counseling, find out where their heart is and let them follow it.”

Let’s forget the last part of that statement, which suggests that the job of adults is to find out where a student’s “heart is and let them follow it.” I might argue that the job of the adult is to steer children into a worthwhile pursuit, understanding that our passions can often lead us astray. Nevertheless, that is not the point I want to make here. The point is, Kehoe is promoting a very specific educational philosophy . . . and it is an educational philosophy that not everyone holds.

Noted professor and philosopher, Mortimer J. Adler, whom William F. Buckley described as “unquestionably the single most prolific educator in America” during the introduction to his 1970 Firing Line appearance, wrote in 1951, “Vocational training is learning for the sake of earning.” On the other hand, Adler also said “School is a place of learning for the sake of learning, not for the sake of earning.” Adler promoted what we call the “liberal” view of schooling. This view, not to be confused with the modern political conception, suggests that the purpose of schooling is to cultivate those skills which are common and necessary for the development of all people. The liberal arts are, according to Adler, “nothing but the skills of learning itself—the skills of reading, writing, speaking, listening, observing, calculating, and measuring.”

Many agree with Adler’s view of the purpose of education:

The aim of education is to cultivate the individual’s capacities for mental growth and moral development; to help him acquire the intellectual and moral virtues required for a good human life, spent publicly in political action or service and privately in noble or honorable use of free time for the creative pursuits of leisure, among which continued learning throughout life is preeminent.

But this view is in contrast with Kehoe’s vision. Learning how to use fabrication tools is itself a useful vocational skill; it is not, however, a universal skill that leads to continuous self-improvement in areas beyond the skill itself. It is vocational, not liberal.

While the lieutenant governor praised the vocational programs in Moberly, the liberal programs do not appear to be going as well. In 2021, little more than one third of students in the Moberly school districts scored proficient or advanced on the state’s language arts exam and fewer than one third did in math. The average ACT score for Moberly students was 18.5, well below state and national averages.

education prepare individuals for job essay

So what do we do about this as a society? We have two very different, competing ideas for what our public schools should be doing. One suggests the purpose, as early as elementary school, is to prepare students for the workforce. The other suggests the purpose of schools is to inculcate those skills and dispositions that lead to a lifetime of learning.

We have two options. We can, as we have done throughout history, allow the ideas to battle it out in the public sphere where the winner takes all by setting the philosophy down in state statutes, standards, and testing regimes that control local public schools. Or we can allow individuals broader access to the schools that align with their vision of a quality education via school choice programs.

School choice programs allow schools that focus on vocational preparation to flourish alongside schools that focus on the liberal arts. These programs allow for minority voices, which may otherwise get shut out in the pugilistic, winner-take-all system, to have an opportunity for the schools they desire.

As someone who tends to subscribe to Adler’s view of education, I wish I could make everyone see the world the way I do. I wish people would realize, as Adler suggests, “Training in the liberal arts is indispensable to making free men out of children. It prepares them for the uses of freedom—the proper employment of free time and the exercise of political power. It prepares them for leisure and for citizenship.” Alas, I don’t have those powers of persuasion. So, in the meantime, I’ll settle for a school choice system that allows such schools to flourish.

education prepare individuals for job essay

James V. Shuls

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  • Job Application Documents

How to Write a Job Application Essay

Last Updated: September 24, 2023 References

This article was co-authored by Shannon O'Brien, MA, EdM and by wikiHow staff writer, Jennifer Mueller, JD . Shannon O'Brien is the Founder and Principal Advisor of Whole U. (a career and life strategy consultancy based in Boston, MA). Through advising, workshops and e-learning Whole U. empowers people to pursue their life's work and live a balanced, purposeful life. Shannon has been ranked as the #1 Career Coach and #1 Life Coach in Boston, MA by Yelp reviewers. She has been featured on Boston.com, Boldfacers, and the UR Business Network. She received a Master's of Technology, Innovation, & Education from Harvard University. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been viewed 192,713 times.

Many employers now require a writing sample, or job application essay , to accompany all applications or résumés — even if writing is not a significant part of the position. The goal of the job application essay is to ensure that applicants have the right communication skills for the position offered. Sometimes, potential employers will provide a specific topic or series of questions for your essay to respond to. However, you may also be asked to provide an essay with no guidance whatsoever. Either way, approach the essay seriously so that it highlights the skills and assets you could bring to the company. [1] X Research source

Outlining Your Essay

Step 1 Read the job listing and essay description carefully.

  • If you don't know much about the company, do a little research on it before you start writing. You might look at their website or do a general internet search with the name of the company to see if any news articles or other reports come up. Go beyond the four corners of the job listing so that you understand who will likely be reading your essay.
  • If there's anything in the job listing or essay requirements that you don't understand, contact the employer and ask about them. Employers are often impressed by applicants who clarify the employer's intent rather than making assumptions.

Step 2 State your theme or thesis statement upfront.

  • For example, if you're applying for a position in sales, you might want to write an essay about your ability to tailor your pitch to specific clients and close the deal. If you have the ability to be more creative, you might tailor your essay to "sell" yourself directly to the employer.

Step 3 Brainstorm 3 or 4 points that support your thesis statement.

  • For each of your points, think of a specific example you can relate briefly that illustrates the point. For example, if you've described yourself as a "team player," you might include an example of how you came in on your day off to complete some of the more monotonous tasks that no one else wanted to do so a project could be completed ahead of schedule.
  • It's a good idea to have more than one example in your outline for each point, even if you only end up using one. That way, if you start writing something and it ends up not working as well as you thought it would, you'll have a back-up handy.
  • Brainstorming can be difficult. If you find yourself churning over the same thoughts, stand up and take a break for a few minutes. Step outside or go for a walk to clear your head, then come back to it.

Step 4 Gather documents and information to fill out your points.

  • For example, if you want to describe how you increased sales in a specific quarter, you would want to state specifically how much you increased sales. Your former employer may have sales figures that you could ask them for. You might also have that information in your records.
  • Wherever possible, use specific numbers and dates rather than making general statements. It's okay to estimate, but make sure your estimate is conservative. Saying you led your sales team to the highest sales in a quarter is impressive — but only if it's true.

Completing Your Rough Draft

Step 1 Start with an introductory paragraph that describes you and your essay.

  • Think of this paragraph as telling the hiring manager what you're going to tell them in the essay. Outline the points you're going to elaborate on in the essay that back up your theme or thesis statement.
  • Sometimes it's best to go back and write your introduction after you've written the body of your essay. That way, you can make sure the introduction provides an outline that matches the body.

Step 2 Organize your essay logically.

  • If the employer listed specifically what should be included in your essay, follow their order, since that's what they'll be looking for when they read the essay.
  • Write in the first person and make yourself the star of any anecdote you include as an example. Use action verbs to focus on what you did rather than focusing on what happened and how you reacted to it. [7] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

Step 3 Create transitions between each paragraph of your essay.

  • For example, if you're writing about your skills as a team player, you might note that you discuss doing routine work that others found monotonous so they had time to work on other parts of a project. You could use that detail to move on to a section describing how you're detail-oriented.

Step 4 Use your closing to summarize your essay.

  • For example, you might write "My business school education, skills as a team player, and focus on detail make me the best candidate to lead your sales team."

Finalizing Your Essay

Step 1 Proofread your essay for spelling, grammar, and typographical errors.

  • For example, you might start by looking solely at punctuation, then read through again focusing on spelling.
  • If you find that you tend to repeat a particular error, go through your essay looking for that error specifically.
  • If your grammar isn't particularly strong or you're writing in a language other than your native language, have someone else read over your essay as well.

Step 2 Read your essay out loud.

  • If you find that you stumble over a sentence while reading aloud, that's a sign that your writing could be clearer. Work with your text until you have something that you can read aloud with ease.

Step 3 Edit

  • If the prospective employer did not specify a length, try to keep your essay under 2 double-spaced pages. Remember that hiring managers are busy and don't have a lot of time to read a long, rambling essay.
  • Eliminate all unnecessary words or sentences that aren't relevant to the subject of your essay. The majority of your sentences should be short, declarative sentences with action verbs.
  • Apps such as Hemingway ( http://www.hemingwayapp.com/ ) or Grammarly ( https://app.grammarly.com/ ) can help you identify portions of your essay that are more difficult to read. Both of these apps have a free version that you can use to edit your text.

Step 4 Work backward through your essay to proofread a second time.

  • Working backward is particularly helpful for noticing spelling mistakes, especially hard-to-catch homophone errors, because you're seeing the word out of context.

Step 5 Print your essay and read through it a final time.

  • It may also help to print your essay in a different font or font size than what you used to type it. This breaks your brain's familiarity with the text, which can make typos and other errors more noticeable. Just remember to change the font back after you print it.

Job Application Essay

education prepare individuals for job essay

Expert Q&A

Shannon O'Brien, MA, EdM

  • Give yourself plenty of time to work on your essay. Ideally, you should plan to work on it over the course of at least two days, so you have the time to set it aside after writing before you move to the editing and proofreading stage. [15] X Research source Thanks Helpful 0 Not Helpful 0

education prepare individuals for job essay

  • Unless you're applying for a position in a political or religious organization, avoid including anything in your essay that identifies your political or religious preferences or beliefs. [16] X Research source Thanks Helpful 0 Not Helpful 0
  • Avoid using humor, especially sarcasm or ironic humor, as it can be misconstrued in text. Additionally, humor may lead the hiring manager to believe that you aren't serious about the position. [17] X Research source Thanks Helpful 0 Not Helpful 0

You Might Also Like

Write a CV (Curriculum Vitae)

  • ↑ https://www.monster.com/career-advice/article/writing-sample-job-application
  • ↑ https://www.insidehighered.com/advice/2012/04/30/essay-how-write-good-applications-jobs-or-grants
  • ↑ Shannon O'Brien, MA, EdM. Life & Career Coach. Expert Interview. 25 May 2021.
  • ↑ https://www.govloop.com/community/blog/government-job-application-essays-made-easy/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/application-essays/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
  • ↑ https://www.quickanddirtytips.com/education/grammar/proofreading-tips
  • ↑ https://www.psychologytoday.com/us/blog/career-transitions/200906/the-dreaded-writing-sample

About This Article

Shannon O'Brien, MA, EdM

Job application essays can seem scary, but they’re really just an opportunity for you to highlight your skills and explain why you’re suitable for the role. Read the job listing to find out what traits and skills the company is looking for, like time management, working under pressure, and leadership. If you don’t know much about the company, read through its website and do an online search to find articles about its work. In your introduction, you’ll want to to describe yourself and introduce the main points you’ll be making. Then, write a paragraph for each trait or skill. Use real life examples from previous jobs, your recent studies, or extracurricular activities to support your points. For example, you could highlight your leadership skills by talking about a time you led a group project that exceeded your targets. For more tips, including how to write a compelling conclusion for your job application essay, read on! Did this summary help you? Yes No

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Essay on Education

essay on education

Here we have shared the Essay on Education in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on Education in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Education in 150 words

Essay on education in 250-300 words, essay on education in 500-1000 words.

Education is the key to personal growth, social development, and societal progress. It encompasses formal education provided through schools and institutions, as well as informal and lifelong learning. Education equips individuals with the essential knowledge, skills, and tools necessary to navigate the complexities of life and contribute meaningfully to society.

Education empowers individuals, fostering critical thinking, creativity, and innovation. It promotes social mobility, reduces poverty, and fosters social cohesion. Through education, individuals develop the ability to make informed decisions, overcome challenges, and fulfill their potential.

Furthermore, education is a catalyst for positive change. It encourages individuals to question the status quo, explore new ideas, and contribute to the betterment of society. By investing in education, we invest in the future, equipping individuals with the necessary skills to address global challenges, drive innovation, and build a more inclusive and sustainable world.

Education is a fundamental right that should be accessible to all, regardless of gender, socioeconomic background, or geographical location. It is through education that we can create a more equitable, prosperous, and harmonious society.

Education is the cornerstone of personal and societal development. It equips individuals with the knowledge, skills, and tools necessary to navigate the complexities of life and contribute meaningfully to society. In its broadest sense, education encompasses formal schooling, informal learning, and lifelong learning.

Formal education, provided through schools and institutions, lays the foundation for intellectual, social, and emotional growth. It imparts essential knowledge, promotes critical thinking, and develops skills that are essential for success in various fields.

However, education goes beyond the classroom. Informal learning occurs through everyday experiences, interactions, and self-directed exploration. It allows individuals to acquire practical skills, adaptability, and a broader understanding of the world.

Lifelong learning is a continuous process that extends beyond formal education. It involves the pursuit of knowledge and personal growth throughout one’s life, enabling individuals to adapt to changing circumstances, embrace new opportunities, and contribute to a dynamic society.

Education empowers individuals, enabling them to overcome challenges, make informed decisions, and fulfill their potential. It plays a vital role in promoting social mobility, reducing poverty, and fostering social cohesion.

Moreover, education fosters critical thinking, creativity, and innovation, which are essential for progress and development. It encourages individuals to question the status quo, explore new ideas, and contribute to positive change.

In conclusion, education is an indispensable tool for personal growth and societal progress. It encompasses formal, informal, and lifelong learning, providing individuals with the knowledge, skills, and mindset necessary to navigate the complexities of life. By investing in education, we invest in the future, empowering individuals and communities to create a better world.

Title: Education – Empowering Minds, Shaping Futures

Introduction :

Education is a powerful tool that empowers individuals, shapes futures, and drives societal progress. It encompasses the acquisition of knowledge, development of skills, and cultivation of values that prepare individuals for personal and professional success. This essay delves into the importance of education, its key elements, and its transformative impact on individuals and societies.

The Power of Education

Education is a transformative force that empowers individuals to reach their full potential. It equips them with the necessary knowledge and skills to navigate life’s challenges, make informed decisions, and contribute meaningfully to society. Education cultivates critical thinking, creativity, and problem-solving abilities, nurturing well-rounded individuals capable of adapting to a rapidly changing world.

Formal Education

Formal education, provided through schools, colleges, and universities, forms the foundation of a person’s educational journey. It involves structured learning environments, standardized curricula, and certified qualifications. Formal education imparts core subjects such as mathematics, science, languages, and humanities, along with important life skills such as communication, collaboration, and critical analysis.

Informal and Lifelong Learning

Education goes beyond formal settings. Informal learning occurs through daily experiences, interactions, and observations. It includes practical skills acquired through apprenticeships, mentorships, and on-the-job training. Lifelong learning, on the other hand, is a continuous process that extends beyond formal education. It involves self-directed learning, personal development, and the pursuit of knowledge throughout one’s life.

The Role of Education in Society

Education plays a crucial role in social development and progress. It promotes social mobility, empowering individuals to transcend socioeconomic barriers and improve their quality of life. Education fosters social cohesion by nurturing understanding, empathy, and tolerance among diverse groups of individuals. It also contributes to economic growth by producing a skilled workforce, fostering innovation, and driving entrepreneurship.

Education for Personal Development

Education is not merely the acquisition of knowledge; it is also a journey of personal growth and self-discovery. It helps individuals develop their unique talents, interests, and passions. Education cultivates values such as integrity, responsibility, and empathy, shaping individuals into ethical and compassionate members of society. Furthermore, it nurtures self-confidence, self-awareness, and resilience, equipping individuals with the tools to overcome challenges and thrive in a competitive world.

Challenges and Opportunities in Education

Despite the transformative power of education, there are numerous challenges that need to be addressed. Access to quality education remains unequal, particularly for marginalized communities and disadvantaged regions. Gender disparities in education persist, limiting opportunities for girls and women. Furthermore, the rapid advancement of technology necessitates adapting educational systems to prepare individuals for the demands of the digital age.

However, there are also exciting opportunities in education. Technology has the potential to revolutionize learning, making education accessible, interactive, and personalized. Blended learning models, online platforms, and open educational resources offer new avenues for education. Emphasizing holistic education, including social and emotional development, promotes well-rounded individuals capable of addressing complex global challenges.

Conclusion :

Education is a transformative force that empowers individuals, shapes futures, and drives societal progress. It goes beyond formal schooling, encompassing informal and lifelong learning. Education fosters critical thinking, creativity, and problem-solving abilities, equipping individuals with the skills to navigate an ever-changing world. It promotes social mobility, social cohesion, and economic growth. Moreover, education is a journey of personal development, nurturing values, skills, and self-awareness. While challenges such as unequal access and gender disparities persist, advancements in technology offer exciting opportunities for innovation and inclusive learning. By investing in education and ensuring equal opportunities for all, societies can unlock the full potential of individuals, leading to a more prosperous, equitable, and sustainable future.

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COMMENTS

  1. Does education prepare you for working life?

    Research from the UK's Education and Employers Taskforce shows that successful policies in schools to prepare pupils for work include offering effective careers advice for the current/future job market, practical guidance on how to write a CV, how to apply for a job, and interview practice.

  2. Does Higher Education Still Prepare People for Jobs?

    This is particularly alarming in light of the large — and still growing — number of people graduating from university: above 40% of 25 to 34-year-olds in OECD countries, and nearly 50% of 25 to...

  3. Role of Education for Successful Careers Essay

    Role of Education for Successful Careers Essay Exclusively available on IvyPanda Updated: Oct 31st, 2023 Introduction Over the years, there has been ongoing debate on the importance of education for a successful career. Even to those who agree that education is important, there is still the lingering question on the level of importance.

  4. What's the point of education? It's no longer just about getting a job

    Email X (Twitter) Facebook LinkedIn Print This essay is part of a series of articles on the future of education. For much of human history, education has served an important purpose, ensuring...

  5. IELTS Essay 244

    Sample Answer 1: Higher education plays a pivotal role in an individual's professional life. Many people are of the opinion that the role of university education is to merely facilitate a graduate's job hunting endeavours. Others, however, believe that the beneficial ramifications a university can provide for its students are many.

  6. Education Needs To Prepare Students For The Future Of Work

    1. Drop the major; make it easier to test and iterate. One of the most powerful things higher ed can do to support today's students is move away from the major. Asking students to spend four ...

  7. MA Paper: Does education prepare young people for employment?

    This paper considers the question: "Does education prepare young people for employment?". In doing so, it addresses the theoretical foundation on which the question sits and particularly addresses the idea of 'skills'. This paper was submitted as a final assignment of my Bachelor's Degree in Education. It scored a 73. See Full PDF Download PDF

  8. Career Ready? How schools can better prepare young people for ...

    Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.

  9. 5. The value of a college education

    Report October 6, 2016 The State of American Jobs 5. The value of a college education An extensive body of research has argued that obtaining a college diploma is a good deal for graduates on almost any measure - from higher earnings to lower unemployment rates.

  10. Career ready? : How schools can better prepare young people for ...

    The focus of this working paper is on how secondary schools can optimise young people's preparation for adult employment at a time of extreme labour market turbulence. By reviewing academic analysis of national longitudinal datasets, it is possible to identify indicators of comparative adult success. How teenagers (i) think about their futures in work and what they do to (ii) explore and ...

  11. Education and Employment

    Education and Employment. U. Teichler, in International Encyclopedia of the Social & Behavioral Sciences, 2001. Education dissociates the learner physically from work in order to prepare in a rational way for coping with diversity of work and life tasks. Education has a qualifying function and a status-distributive function for economy and ...

  12. The Role of Education in a Successful Career: Exploring the ...

    Embracing lifelong learning allows individuals to expand their knowledge, acquire new skills, and adapt to evolving trends and technologies. It enables them to remain competitive and seize ...

  13. How has Your Education Prepared You for Your Career?

    Sample 'How Has Your Education Prepared You for Your Career' Interview Answers. 1. My college education has exceptionally prepared me for a smooth transition from school to work by providing me with the skills necessary to succeed. On my first internship- I honed in on my marketing skills by developing useful strategies with a team.

  14. Education Is the Key to Better Jobs

    The message is clear—more education opens the gateway to better, higher-paying jobs. To put this into perspective, consider this: An individual with only a high school diploma is twice as likely ...

  15. Preparing young people for the careers of the future

    Preparing young people for the careers of the future It is believed that as many as 65 per cent of today's students will be employed in jobs that don't yet exist, which means preparing our young people for the future world of work has never been more challenging.

  16. Are schools preparing children for the world of work?

    A new survey suggest that a majority of people around the world believe students are ill-prepared to do their job. Education These are the world's top regions for preparing students for work ... A majority of people around the world don't feel that schools are preparing students for jobs. Education remains a priviledge rather than widely available.

  17. How can schools best prepare students for the future? Give them real

    The community partners meet frequently with students and their teacher, providing no-nonsense feedback. There's no ambiguity about their goals — the teens need to keep working until they solve the partner's problem, or fail. "Students develop their work plan, organize it into tasks, and learn and do what's required to make progress.

  18. 4 Core Purposes of Education, According to Sir Ken Robinson

    By Sir Ken Robinson, Kate Robinson March 2, 2022 Edutopia What is education for? As it happens, people differ sharply on this question. It is what is known as an "essentially contested concept." Like "democracy" and "justice," "education" means different things to different people.

  19. Is the Purpose of Education to Prepare Students for Jobs?

    One suggests the purpose, as early as elementary school, is to prepare students for the workforce. The other suggests the purpose of schools is to inculcate those skills and dispositions that lead to a lifetime of learning. We have two options. We can, as we have done throughout history, allow the ideas to battle it out in the public sphere ...

  20. Essay about Education and Good Job

    Essay 1 Draft 1 What Am I Doing With My Life? Throughout your entire live you have been told that if you want to be successful you need to have a good and profitable job. In order to find a good job you need to be a professional on whatever it is that you like to do.

  21. The Importance of Education in Preparing Individuals for Future ...

    1. "The Importance of Education in Preparing Individuals for Future Employment Opportunities." Kibin, 2023. http://www.kibin.com/essay-examples/the-importance-of-education-in-preparing-individuals-for-future-employment-opportunities-YeoB9xtU. Bibliography entry:

  22. How to Write a Job Application Essay: 13 Steps (with Pictures)

    2. State your theme or thesis statement upfront. If the potential employer has specified what your essay should be about, your essay as a whole should focus on that theme. If they've given you leeway to choose your own theme, choose something that is tailored to the position you're applying for.

  23. Essay on Education: 150-250 words, 500-1000 words for Students

    By investing in education and ensuring equal opportunities for all, societies can unlock the full potential of individuals, leading to a more prosperous, equitable, and sustainable future. Here we have shared the Essay on Education in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.