Global Research Journal of Education received 152 citations as per Google Scholar report
Received: 29-Jul-2022, Manuscript No. GRJE-22-74136; Editor assigned: 01-Aug-2022, Pre QC No. GRJE-22-74136(PQ); Reviewed: 16-Aug-2022, QC No. GRJE-22-74136; Revised: 23-Aug-2022, Manuscript No. GRJE-22-74136(R); Published: 30-Aug-2022, DOI: 10.15651/2408-6894.22.10.137
Education is a goal-oriented activity aimed at achieving specific goals like Transferring knowledge or promoting skills or personality traits. These goals may include developing understanding, rationality, kindness, and honesty. Some theorists argue that education leads to student improvement, while others prefer a value-neutral definition of the term. In a slightly different sense, education is not a process, but a product of that process. That is, the mental state and temperament of educated people.
Education, disciplines on how to teach and learn in schools or school-like settings, as opposed to various informal and informal forms of socialization (e.g. rural development projects and parent-child education). Education can be seen as the transmission of society's values and accumulated knowledge. In this sense, it corresponds to what social scientists call socialization or enculturation. Whether born to New Guinean tribesmen, Renaissance Florentines, or middle-class Manhattan, children are born without culture. A child's right to education includes the right to learn. But for too many children around the world, schooling does not lead to learning.
More than 600 million children and young people around the world do not master basic reading, writing and math skills, even though two-thirds of them are in school. For children out of school, basic reading, writing and math skills are far away.
This learning crisis the gap between the level of learning children are receiving and what they, their communities, and the economy as a whole needs is growing even before the COVID-19 pandemic brings the education system to a halt, had reached global proportions.
All over the world, children are deprived of education and learning for a variety of reasons. Poverty remains one of her most persistent obstacles. Children suffering from economic weakness, political instability, conflict or natural disasters are as likely to be excluded from schooling as are persons with disabilities and ethnic minorities. Educational opportunities for girls are still severely restricted in some countries. In schools, lack of trained teachers, inadequate teaching materials and poor infrastructure make learning difficult for many students. Some come to class hungry, sick, or exhausted from work or household chores.
Types of education are usually divided into formal, nonformal and informal education. Formal education takes place in educational training institutions and is usually structured around curricular goals and objectives, and learning is usually teacher-led. In most regions, formal education is compulsory up to a certain age and is usually divided into levels of education such as kindergarten, primary school and secondary school. Nonformal education complements or replaces formal education. It can be structured around educational arrangements, but is more flexible and usually takes place in community-based, workplace-based or civic settings. Any experience that takes place in the home and has a formative influence, whether unintentional or intentional, on how a person thinks, feels, or behaves can be considered education. In practice, there is a continuum from highly formalized to highly in-formalized, and informal learning can occur in all three settings. Depending on the structure, home-schooling can be classified as informal or informal.
Without quality education, children face significant barriers to future employment and income potential. They are more likely to suffer from ill health, are less involved in decisions that affect them, and are less able to create a better future for themselves and their communities.