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Why is Education So Important in Our Life

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Education is an essential requirement for life. The first thing about education is knowledge gain. Education gives us knowledge of the world around us and changes it into something better.

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It developed us a perspective of looking at life. It helps us build opinions and have points of view on things in life. People debate over the subject of whether education is the only thing that gives knowledge. Some say education is the process of gaining information about the surrounding world while knowledge is something very different. They are right. But then again, information cannot be converted into knowledge without education.

Education makes us capable of interpreting things, among other things. It is not just about lessons in textbooks. It is about the lessons of life. In the present world, human capital is considered the greatest national resource. By means of education, one can explore better opportunities for self, and alternatively, the whole population would get advantages. However, the achievement of higher education is not possible without studying in college or university. University is a hub of knowledge where learners can gain vast knowledge and experience with the exposure to the right courses. Choosing the right courses can be one of the important factors for life survival. Currently, the system of education in Malaysia is changing radically.

One of the factors behind the process of education reorganization, university education, in particular, is the process of globalization and computerization. Advanced concepts and the best practices of market-leading educational services (especially in the US and the UK) made it possible to develop the national education model with the aim to solve a number of problems related to the formation of a modern education model, historical education including, such as future demand for specialists, efficiency of the knowledge obtained, and mobility of professional qualifications under present conditions. Thus the article focuses on the issues of the most important courses that learners should take in university to prepare them for the future.

To begin with, the number of English taught programmes at the university stage should be improved and empowered to a certain extent than before. English was formerly the language of England nevertheless it has grown to be the primary or secondary language of some past British colonies, for instance, the United States, Australia, Canada, and Malaysia. Presently, English is becoming the main language of many business and intellectual areas dominated by those countries mentioned earlier. English is also crucial to the ground of education. In most nations, children are educated and encouraged to study English as a second language. Yet in the nation where it is not an official language, such as Malaysia, most universities books are written in English. For the reason that it is the leading language, most of the researches and studies will be written in it as well.

At this moment, it is a firm statement that English is being used to an outsized scope at the universities slightly than a couple of decades ago. In accordance with Falck and Nissen (2018), attributable to the internationalization of advanced learning at the present time, the quantity of English taught courses in non-English nations at the university level is rising. This is due to internationalization has the reason partially of employing international students and somewhat of creating local students additional eye-catching on a worldwide career marketplace.

The awareness of universities function within local people which we are practicing at this present time is superlatively understood as a result of positive changes since the expansion used of English in the major local universities. Into the bargain, Tange (2012) stated that during the 2010s, it has turned out to be apparent that Danish universities are experiencing significant transformation caused by the internationalization of the understanding market and economy of education and reputation.

This also influences the work of the scholar group. The quantity of students attending university is progressively greater rather than 30 years ago, conveying regarding a recent isolating line among elite and mass schooling, despite the fact that simultaneously the drive to put forward learning courses to a broader worldwide scholar group has turn into significantly tougher, besides in the midst of the desire towards amplifying sociable mobility meant for the students. Moreover, these expansions progressively change the scholar group keen on greatly various crowds among fewer homogenous educational conditions in terms of educational occurrence in addition to proficiency in the instruction languages.

In addition, Jorgensen (2012) and Haberland et al. (2013) found the capability of language required in superior education is being remodeled throughout shifting communicative practices and multimodal literacy’s, distressing language utilize and standards within additionally to across languages in broad nevertheless as well in educational learning circumstances. On the same token, academic learning progressions could not be diminished to an issue of merely adding another layer to a rigid stage of ability. Ingerslev et al., (2013) described the interaction between undergraduate exercise and academic language enhancement looks like far more difficult also complex to deal with today than previously – especially for universities which offer academic training as a public good for an increasing number of students.

With globalization and graduate employability on the agenda, public universities are now engaged in developing new, more individualized and dynamic learning concepts, catering both to the requirements of the various student population and a shifting industry market. For university level, many courses and subjects are in English with the purpose of composing the material are available to worldwide and local students. Furthermore, it is the language of global banking and industry. Therefore, it is a practical and yet essential language to empower the education.

Into the bargain, History is also one of the crucial subjects to learn by the students either in school or university. According to Marwick (2001), History means the bodies of knowledge about the past produced by historians, together with everything that is involved in the production, communication of, and teaching about that knowledge.

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To make it clear, History is the study of the human past as it is described in the written documents left by human beings. The past, with all its decisions completed, its participant’s dead and its history told, is what the general public perceives as the permanent foundation on which historians and archaeologists stand.

But as the purveyor of the past, it is recognized that the foundation is really inconsistent, that some of the stories are yet untold, and that what has been told comes tainted by the conditions of what happened today. As said by Fayzullina (2014), History is one of the most popular subjects selected by high school students for their Final State Attestation (FSA) and the Unified State Examination (USE). It can be assumed that students’ awareness of the subject matter of history has increased significantly. Foreign professional as well indicates out history as a subject in school also university course plays a significant instrument for the development of positive intellectual skills and qualities.

In this day and age, high school students and undergraduates have to learn history in the similar approach as it is prepared by expert historians to invent their personal conclusions, judgments, and estimates. These days, the value of educating history to university students is quite challenging. Specific teaching in the university classrooms and the teaching method of history foundation alleged to be effective enough to verify the level of skills in graduates. On the other hand, we have to admit that the feature of classroom lessons is lesser than it must be beside history education faces several difficulties in theoretical and practical nature (Mrathuzina, 2012).

The graduates spirited are a great indicator of their eagerness intended for upcoming professional deeds. As an example, the FSA and USE comprise two courses of study such as the history of Russia as a priority in the programme, and the second is world history. This indicated that the history course plays a mounting role in institution history (Fayzullina, 2014). The examination practice and study of psychological and educational exercise shown that excellent assessment grades possibly will be attained if we set full focus on the development of students’ cognitive activity during the learning process. It is a vital means for estimating the level of students’ preparation for their history assessment. The habitual use of this method in the classroom and outside the classroom will facilitate to attain the objectives and tasks of the modern school history education (Saglam, 2013).

Nevertheless, one of the main reasons that students have a poor understanding of history is the low quality of textbooks. Nowadays, noticeable difficulties in the compilation of modern school history textbooks have been revealed. Despite the development of new technologies, modern students of digital age get most of the historical information from books. The school textbook continues to be the main source of knowledge for most learners.

However, it is not just a problem with textbooks. Nowadays, modern innovative technologies, that provide endless possibilities for improving teaching methods and developing critical thinking make it possible to give knowledge, in still interest in world history; including the East, fill knowledge gaps in students. Schools should make greater use of simulations and roundtables, modelling historical alternatives, modern learning activities related to texts and videos. Elective courses are considered to be effective if they include presentations on specific narrow topics, competitions, school conferences on foreign history, and competitions of research projects.

Today, such interactive teaching methods as case-studies (the method of specific situations, the method of situational analysis), brainstorming sessions, quizzes, the method of Insert (associative essays), etc. are used in school practice. These methods imply a more active learner, able of creative rethinking of received information (Mrathuzina, 2012). Obviously, global informatization of modern society has had a significant impact on the education process, the system of higher education, which means a radical revision of teaching methods used.

Reorganization of the system of higher education as a starting point suggests a transition to teaching methods based on a constructivist, operational approach, instead of the traditional linear approach. And this paradigm shift in the system of higher education, involving the introduction of modern educational technologies, has already taken place. It is clear that under the present conditions of the developing market for educational services and in accordance with the requirements of the era of information technology history teaching should combine both prescriptive, evolved from practice, and modern, innovative, interactive learning models.

In addition, accomplishment at the institution of higher education level generally depends on existing pre-entry college aspects, together with the mastery of several elementary academic skills. These academic skills include writing, reading, oral presentation, critical thinking and media literacy. Regardless of the significance of these skills for academic achievement, professors rarely train them. Instead, the education system is still trapped in the age where information is valued because it is seen as being limited, in which society is required to physically retrieve the information from “temples” of learning, and where pedagogy is focused on narrow content silos that often neglect to provide the problem-solving abilities for today’s world.

At the moment, information is abundant, and the reliable inquest skills of media literacy are well-suited for addressing the limitless variety of content knowledge accessible—yet these process skills are scarce, given the lack of media literacy training for teachers and students in a similar way (Jolls 2012). There remains the danger of media literacy fundamentals being lost as they are passed over in favor of students learning media production alone, often in ways that serve only to celebrate young peoples’ media practices, without encouraging a much required critical investigation.

They, in general, get them for granted as they are liable to take for granted that all students already acquired these skills either as part of their secondary education or elsewhere in college. The reality is that most first-year students lack academic reading skills, especially because University-level reading greatly differs from High School reading. Thus, most students employ non-university strategies to read academic texts, which results in students taking a surface approach to reading. Another relevant aspect in the discussion of the quality of higher education pedagogy is the integration of theoretical knowledge into real-life contexts; that is, the authenticity of the learning experiences and outcomes (Herrington ; Oliver, 2000).

Authenticity in higher education settings means, for example, learning activities that have personal relevance for students in developing their academic or professional identities, simulate real-life settings of the domain, provide students with independence and responsibility, are based on complex, ill-structured and open-ended problems, treat students as competent knowledge constructors, or acquaint students with real contexts outside the university, for instance through field trips (Lauridsen ; Cozart, 2015).

Based on student interviews, Kember, Ho, and Hong (2008) suggested four key methods for increasing the relevance of higher education teaching: showing how theory can be applied in practice, establishing relevance to local cases, relating the material to everyday applications, and finding applications in current newsworthy issues. In the study of Smyth et al. (2016), students reported that participation in authentic research activities during undergraduate studies increased their understanding of the nature of research and taught them skills that are relevant both in research and working life more generally.

As a conclusion, English is very important in education. In most country, children are educated and encouraged to study English as a second language. Yet in the nation where it is not an official language, such as Malaysia, most universities books are written in English. For the reason that it is the leading language, most of the researches and studies will be written in it as well. At this moment, it is a firm statement that English is one of the most important courses to be learned at the university. Secondly, History is known and supported by several studies as one of the most popular subjects selected by high school and universities students for their courses.

It can be assumed that students’ awareness of the subject matter of history has increased significantly. Foreign professional as well indicates out history as a subject in school also university course plays a significant instrument for the development of positive intellectual skills and qualities. In this day and age, high school students and undergraduates have to learn history in the similar approach as it is prepared by expert historians to invent their personal conclusions, judgments, and estimates. Apart from that, participation in authentic research activities during undergraduate studies increased their understanding of the nature of research and taught them skills that are relevant both in research and working life more generally.

The results of the study indicate that the students valued activities that facilitated their curiosity, interest and the management of scientific content and professional working strategies. These findings clearly demonstrate the intended direction of the development of university teaching that should be further encouraged. Students should realize that although collaborating in multicultural groups with open-ended problems is demanding, it also provides rewarding and unique learning experiences.

Because students with different cultural backgrounds might have somewhat different expectations about the study methods it would be a good practice to explicitly explain the pedagogical approach to the students during the course (Lauridsen & Cozart, 2015). In consequence, it is believed that the English, History and Fundamental of Academic Skills are the most important courses to be learned by the students in order to be more diligent and competitiveness in facing today’s challenge.

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