what is education || education || benefits of education || importance of education

What is education?



EDUCATION Education has several advantages to the people concerned and to society as a giant. 

The health effects of education will be giant and therefore the education of ladies will considerably 

cut back kid mortality rates. However, education charities are unlikely to be as value effective as 

another intervention.  Education charities in developing countries generally aim to extend the time 

that kids pay in educational establishments and therefore the quality of teaching that the kids receive 

by building faculties, tutoring outside the schoolroom, rising skill, incentivizing attending, and 

provide provides and technology. during this class we have a tendency to embody primary, 

secondary, 

and tertiary, education, however not vocational education or health-specific education, like teaching 

regarding HIV and hygiene. the majority of them on the market analysis covers primary education 

and this page reflects that. sorts of Education Interventions (Much of this list originated on 

GiveWell's Education Page ).  This list is split into supply-side (providing provides, buildings or 

teacher training) and demand-side (helping to inspire faculty attendance) interventions.  Supply-Side 

Interventions faculty building: building lecture rooms or buildings for government-run faculties, and 

build and run faculties themselves. Teacher coaching: training new academics and upgrade the 

talents 

of established academics. Pre-primary faculties: running faculty for kids ages 3-6 to arrange them for 

school. Textbooks and supplies: providing textbooks, and everything from pencils to chalkboards to 

uniforms and shoes. Computers: funding pcs in lecture rooms in faculties and supply free computer 

coaching categories. Libraries: building school- and community-based libraries. Tutoring: providing 

centered facilitate for college students WHO are behind their peers. Example from J-PAL. Demand-

Side Interventions Scholarships: sponsoring individual students and fund faculties in order that 

students don't have to be compelled to pay the college fees that are common within the developing 

world. attending Incentives: rising or providing faculty bathrooms, or offer free meals in school, 

rising health and inspiring attending. Motivating Parents: explaining the economic advantages of 

getting their kids educated so as to create education a priority for the family. we have a tendency to 

don't apprehend of any charities that perform this intervention however we have a tendency to 

believe 

it to be extremely effective. (See here for a study conducted in Madagascar.) Ensuring that children 

are healthy enough to attend school: addressing the health-related reasons why children do not attend 

school. Often simple health interventions such as deworming or providing micronutrients will 

increase the time spent in school. This is highly effective. Demand-side interventions are generally 

considered more effective. With demand-side interventions, the money is only spent if the 

intervention is working, for example, free school meals to motivate kids going to school will only 

cost money if the kids are actually going to the school and eating the meals. On the other hand, 

supply-side interventions have large upfront costs, are more complicated to implement, and often do 

not work, for example, you may build a school and no students will attend, or you will provide books 

and they will not be used.  Potential Benefits Education interventions promise a wide range of 

potential benefits: increased economic growth; higher rates of societal production; quicker adoption 

of technological change; development of government and business leaders; improved health; 

empowering women; and the intrinsic value of education.  There is a strong correlation between 

education and wages in later life. One additional year in school for an individual has been shown to 

increase wages later in life by about 10 percent. However, this does not necessarily mean an increase 

in total wages of the country, as a more educated person may simply displace someone less educated. 

This could be the case if a country does not have institutions that facilitate new businesses which can 

absorb better-educated workers, causing workers to compete over a fixed number of 'good jobs'.  

There are also significant health benefits to education. Simply attending a school can encourage use 

of health services later in life. Education also empowers women and may let them have more control 

over health decisions that affect themselves and their children and reduces future infant mortality 

rates .rates.Effectiveness In order to know whether to invest in an educational intervention, we need 

to have some way of comparing them to other interventions - in particular to health interventions and 

our recommended charities. We used the DALY measurement to evaluate health interventions. The 

most common way of measuring education interventions is 'number of test score standard deviations 

gained'. There is, however, no straightforward way of converting the multiple effects of better 

education into averted DALYs, and any decision about which is preferably between health 

intervention and education interventions (or between any two types of interventions with different 

effects) will be based on a number of assumptions and approximations.  Intuitively, it seems very 

likely that providing better education, textbooks, skilled teachers, and classrooms will improve the 

lives and potential outcomes for children living in developing countries. However, most programs 

measure exactly those (number of schools built, number of books provided, number of computers 

donated, etc.), and do not provide comparable statistics on improved literacy, health outcomes, and 

future income increases. Providing textbooks may not work without training teachers, and building 

schools may not help if the children don't attend due to sickness, and even a well-educated child may 

have no opportunity if presented with unfavorable economic and social conditions. There are many 

reasons why an education intervention may fail and that providing basics of nutrition and economic 

assistance may be initially required for an educational intervention's subsequent success.  

Unfortunately, cross-country comparisons suggest that education is not necessarily associated with 

higher income per capita. If this is correct, education may not increase average wages. This is a 

surprising result, but it should at least give us pause to question how effective education actually is. 

In developing countries, education can be valued more as a way of selecting employees than as a 

measure of knowledge, particularly when education is of low quality. The students who stay longer 

in 

school and get better test scores will be offered better jobs, displacing those with lower scores. 

Another possible explanation is that education has received so much funding and development over 

the last 50 years that the economic benefits to further improving education are minimal. The growth 

in education enrollment is - in many African countries - an order of magnitude higher than the 

growth 

of wage employment. developing countries are now educating enough people (to primary level) to 

fill 

the jobs that required educated people. Another possibility is that the quality of schooling is so poor 

that spending time there isn't providing students with valuable work skills.  There are exceptions. For 

example, in India, when Green Revolution technologies were coming into play, education had a big 

positive effect on average wages, as the educated rural workers were able to adapt to using the new 

technologies much faster than less educated workers.  In comparison, there is evidence that health 

interventions can have significant positive economic effects. For example, by comparing areas with 

different levels of malaria we can see that areas with less Malaria have more economic growth. One 

study estimated that eradicating malaria in an area will give a 3% increase in household expenditure.  

Research on deworming has found even larger returns, though there are fewer primary studies to rely 

on.  Some have suggested that education has intrinsic value, even above any improvements in health 

or material quality of life it might generate. The World Values Survey, the largest collection of data 

on correlates of well-being, suggests that years in education does not itself increase happiness.  By 

contrast, health itself was found to have a significant effect on an individual's welfare.  As mentioned 

above, there are significant health improvements resulting from better education. Often these health 

effects are hard to measure because it is difficult to control for the more educated people getting 

better jobs so living healthier. The greatest health effect is the reduction of infant mortality rates for 

the next generation. For instance, one year of extra education for women can lead to a reduction in 

infant mortality rates by 5-10 percent, and five extra years of education for women in Africa can 

reduce infant mortality by up to 40 percent. A lower infant mortality rate reduces the fertility rate, 

and so reduces the chance of a woman dying during childbirth. It has also been estimated that 

education can reduce the chance of a mother's death from about five percent to about 1.4 percent.  

Encouraging education may be an effective health intervention.  Increasing the secondary and 

tertiary 

education of a population can entice multinational corporations, particularly as technology allows for 

cross-border employment, creating new domestic positions that require educated people, so may 

have 

an overall positive effect economically. Giving What We Can have not yet looked at the effects of 

interventions that increase the secondary and tertiary education.  Conclusions Many "common sense" 

education interventions, such as programs providing books and educational material and building 

schools, are minimally effective. There is a general lack of consistency in results and scalability. 

Interventions that work well in one area may very well fail in another.  We have not yet come across 

any clear evidence that suggests that future charitable spending on education interventions will have 

more than a small economic effect in the majority of cases, especially compared to the economic 

effects of health interventions.  It is also possible that health improvements, reducing child mortality 

rates and more, that result from better education are highly cost-effective and that encouraging 

education may be an effective health intervention. Giving What We Can look further into this 

possibility.