essay on knowledge based education

Vol. 24, No. 2

How Building Knowledge Boosts Literacy and Learning

David Grissmer

Richard Buddin

Mark Berends

Thomas G. White

Daniel T. Willingham

Jamie DeCoster

Chelsea A.K. Duran

Chris S. Hulleman

William M. Murrah

Tanya Evans

Educators and researchers have been fighting the reading wars for the last century, with battles see-sawing literacy instruction in American schools from phonics to whole language and, most recently, back to phonics again. Policymakers have entered the fray, after more than a quarter-century of stagnant reading scores in the United States. Over the last decade, 32 states and the District of Columbia have adopted new “science of reading” laws that require schools to use curricula and instructional techniques that are deemed “evidence-based.”

Such reading programs include direct instruction in phonics and reading comprehension skills, such as finding the main idea of a paragraph, and efforts to accelerate learning tend to double down on more of the same skill-building practice. But research increasingly points to another critical aspect of literacy: the role of student knowledge. For example, prior research by two of us found that a young child’s knowledge of the social and physical world is a strong predictor of their academic success in elementary school. And advocates for knowledge-based education often cite the so-called “baseball study” where students reading a passage about baseball who knew about the sport were far better at understanding and summarizing the story than students who didn’t, regardless of their general reading skills.

Knowledge-building reading curricula are rooted in these insights, and use materials and activities based on a sequence of integrated science and social studies topics, texts, and vocabulary. Yet the potential value of this approach is often an afterthought in state and district efforts to strengthen reading instruction, and the benefits to students of combining evidence-based curriculum with systematic efforts to build student knowledge have yet to be rigorously documented.

We conduct the first-ever experimental study of this topic, based on randomized kindergarten-enrollment lotteries in nine Colorado charter schools that use an interdisciplinary knowledge-based curriculum called Core Knowledge. To assess the long-term impact of experiencing a knowledge-building curriulum on student learning, we compares performance on statewide tests in grades 3–6 between kindergarten lottery winners who attended a Core Knowledge charter school with lottery losers who could not enroll.

We find that winning an enrollment lottery and enrolling in a Core Knowledge charter school boosted long-term reading achievement in 3rd to 6th grade by 16 percentile points, as compared to comparable applicants who did not win their enrollment lottery. The size of this gain is approximately equivalent to the difference between the mediocre performance of U.S. 13-year-olds on the 2016 Progress in International Reading Literacy Study and that of top-scoring countries like Singapore and Finland. Our results are also notable in their contrast with other studies of reading interventions, which typically find small, short-term effects .

Students and teachers in many public elementary schools spend up to two hours each day on reading instruction. While the component skills of literacy are critical to student development and learning, our findings point to a missed opportunity to accelerate literacy by building knowledge at the same time. Skill building and knowledge accumulation are separate but complementary cognitive processes, and while the adage “skill begets skill” may be true, a fuller description of cognitive development could be “skill begets skill, knowledge begets knowledge, and skill combined with knowledge begets them both.”

Kindergarten Lotteries for “Core Knowledge” Charters

The Core Knowledge curriculum was created in the 1980s by E.D. Hirsch, Jr., a researcher and advocate of knowledge-building education. Its content and activities follow a planned sequence of the knowledge and skills students should accumulate and master in grades K–8 in all academic subjects and the arts. This “knowledge-based schooling” approach is rooted in the belief that a common base of shared knowledge is foundational for not just individual students’ reading comprehension abilities but also for our ability as a society to communicate and promote equal opportunity. An estimated 1,700 schools across the U.S. use the curriculum today, including more than 50 in Colorado.

To assess the impact of the Core Knowledge curriculum on student achievement, we look at nine oversubscribed Colorado charter schools that all use the curriculum, had been open for at least four years, and held random enrollment lotteries to register kindergarten students in either or both of the 2009–10 and 2010–11 school years. Our study includes 14 separate lotteries with 2,310 students, almost all of whom are from high- or middle-income families.

These families generally have a range of schooling options, including private schools, other charter schools, and public schools outside their district under Colorado’s open-enrollment law. About one in five students in our sample applied to multiple charter lotteries—usually two instead of one. Some 41 percent won at least one lottery, and 47 percent of winners enrolled in that school. In all, 475 lottery winners went on to attend a Core Knowledge charter, while 1,356 students did not win the lottery and attended school elsewhere. In analyzing the effects of attending a Core Knowledge charter, we take into account the fact that not all lottery winners actually enrolled.

Attrition and Family Choice

We base our analysis on the performance of lottery applicants on the Partnership for Assessment of Readiness for College and Careers (PARRC) reading and math tests in grades 3, 4, 5, and 6, as well as the 5th-grade science PARRC test. By looking at these scores, we can compare the performance of students who did and did not experience a knowledge-building curriculum over up to seven years of their schooling.

However, roughly 36 percent of students in our sample did not complete all scheduled PARCC tests through grade 6, and the attrition rate for students who did not win the enrollment lottery is 5 percentage points higher than for lottery winners. Detailed student data reveals three major factors at play. First, some students stop participating in Colorado’s PARCC testing because they move out of state, transfer to a different school, or are homeschooled. A second group of students don’t have test-score data because they are exempted as language learners or special-education students. Third, other students are off-track with their expected kindergarten cohort in later years because of delayed kindergarten entry (“redshirting”) or due to having skipped or repeated a grade.

To ensure that this attrition does not skew our results, we exclude from our analysis both the four lotteries with the highest rates of differential attrition between lottery winners and losers and the youngest applicants, who are more likely to be redshirted by their parents regardless of their lottery outcome. We also adjust our results for students’ gender, race or ethnicity, and eligibility for a free or reduced-price school lunch to ensure that any demographic differences between lottery winners and losers do not introduce bias.

Accelerated Achievement

We find positive long-term effects on reading performance for students who are randomly selected by a kindergarten enrollment lottery and attend a Core Knowledge charter school. Across grades 3–6, these students score 47 percent of a standard deviation higher in reading than comparable lottery applicants who did not have a chance to enroll. This is equivalent to a gain of 16 percentile points for a typical student (see Figure 1). Students who attend a Core Knowledge charter also make outsized gains in science of 30 percent of a standard deviation, which is equivalent to a gain of 10 percentile points. Effects in math are positive, at about 16 percent of a standard deviation, but fall short of statistical significance.

The effects are slightly larger for female students than males (see Figure 2). In reading, female Core Knowledge charter students score 50 percent of a standard deviation higher compared to 44 percent for males, for a gain 17 of percentile points compared to 15 percentile points for males. Females gain about 12 percentile points in science and 9 percentile points in math, while males gain 6 percentile points in science and experience no gains in math. We also look at effects by student grade level and find no upward or downward trend, suggesting the effects may have stabilized by 4th grade (see Figure 3).

While prior non-experimental research has documented stronger reading performance among students who already have knowledge about a topic, our analysis shows positive long-term impacts in reading from systematically building student knowledge over time. In our view, these results suggest that the “procedural skills” approach that has dominated reading comprehension instruction over the last 30 years in public schools is less effective than a “knowledge-based” approach that teaches skills and also is designed to build a body of knowledge as the main mechanism for increasing comprehension.

These findings also build on the body of evidence linking students’ levels of general knowledge to achievement in reading, science, and math. Research also shows that levels of general knowledge are strongly correlated with socio-economic status and parental levels of education. However, unlike these factors, knowledge is malleable through curricular choices. The intervention we study, where students experience seven years of a knowledge-building curriculum, appears to set off a long-term, compounding process whereby improved reading comprehension leads to increased knowledge, and increased knowledge leads to even better comprehension.

A Call to Build Knowledge About “Knowledge”

In addition to informing current-day decision-making, we believe these results should inspire a new research and policy agenda to measure and track students’ knowledge development and understand the mechanisms involved in knowledge-building curricula. The effects our study finds are similar in pattern and magnitude to earlier non-experimental evidence, which suggests that gains in students’ general knowledge could have a larger effect on future achievement than similar gains in more widely studied non-cognitive domains, such as executive function, visual-spatial and fine motor skills, and social and emotional development.

The potential benefits of knowledge-building curricula could be far-reaching. The compounding process our analysis reveals would occur not only in reading, but also across all subjects to the extent that they depend primarily on reading comprehension for learning. Moreover, these achievement gains across all subjects would likely extend into future years, as increased comprehension in one year leads to increased knowledge and comprehension in the next, and so on. We believe that these curricula could also increase students’ educational attainment and future labor market success.

However, elevating student knowledge to a more central place and higher priority in research and policy will require a significant conceptual shift—the term “building knowledge” does not readily trigger a conceptual map linking the intervention to higher achievement, unlike common interventions like reducing class size, extending the school day, and raising teacher pay.

Well-designed measures of student knowledge should be considered as an important addition to other national measures for students in elementary grades. To be sure, they will carry an additional challenge. Any definition and measures of “general knowledge” will need both scientific validity and political viability at a moment when attempts to ban library books and shape course content are on the rise. Attempting to define what all public-school students should know will undoubtably trigger debates and a variety of viewpoints. However, the evidence points to building knowledge as a critical foundation of student literacy with potentially lifelong effects. The benefits of skillful reading and broad knowledge should be a shared starting point, from which a stronger approach to reading instruction can grow.

David Grissmer is research professor in the School of Education & Human Development at the University of Virginia, where Richard Buddin is education consultant, Jamie DeCoster and Tanya Evans are research assistant professors, and Chris S. Hulleman is research professor. Thomas G. White is a former senior researcher at the School of Education & Human Development. Daniel T. Willingham is professor of psychology at the University of Virginia. Chelsea A.K. Duran is a postdoctoral fellow at the Curry School of Education at the University of Virginia. Mark Berends is professor at the University of Notre Dame. William M. Murrah is associate professor at Auburn University.

This article appeared in the Spring 2024 issue of Education Next . Suggested citation format:

Grissmer, D., Buddin, R., Berends, M., White, T.G., Willingham, D.T., DeCoster, J., Duran, C.A.K., Hulleman, C.S., Murrah, W.M., and Evans, T. (2024). How Building Knowledge Boosts Literacy and Learning: First causal study finds outsized impacts at “Core Knowledge” schools . Education Next , 24(2), 52-57.

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What is Skills-Based Learning and Why It’s Important?

Skills-based learning is an educational approach that focuses on developing specific, practical skills and competencies rather than just acquiring theoretical knowledge. It emphasizes hands-on, experiential learning that equips individuals with the abilities they need to perform tasks, solve problems, and excel in real-world situations.

Embracing Skills-Based Learning in the Modern Job Market

As the job market evolves, skills-based learning has become a crucial component for professional success. This guide explores the benefits of incorporating skill-based learning techniques in education and career development , empowering adult learners and non-traditional students to excel in their chosen fields. By focusing on specific, relevant skills and using effective learning strategies, individuals can unlock new opportunities and achieve their career goals .

Delving into the World of Skills-Based Learning

Skills-based learning, often referred to as skill-based or competency-based learning, is an approach that emphasizes the development of specific, practical skills rather than the acquisition of broad, theoretical knowledge. This form of learning is tailored to the individual’s career goals and focuses on the mastery of skills that can be directly applied to real-world situations.

Traditional learning often follows a more linear path, with students acquiring knowledge through lectures and textbooks, then demonstrating their understanding through tests and assignments. In contrast, skills-based learning is more flexible and adaptable, allowing learners to focus on the skills that are most relevant to their career aspirations and personal interests.

Key Characteristics of Skills-Based Learning

Examples of skill-based learning techniques include hands-on training, simulations, and case studies. These methods encourage active engagement and facilitate the development of practical skills, empowering learners to excel in their chosen fields.  

Here are the main characteristics of skills-based learning:

• Practical Application : Learning is centered around practical tasks, projects, or activities that simulate real-world scenarios. This approach enables learners to directly apply what they’ve learned.
• Skill Development : The primary goal is to build specific skills, such as technical skills (e.g., programming, carpentry) or soft skills (e.g., communication, teamwork).
• Outcome-Oriented : Success is measured by the learner’s ability to demonstrate proficiency in a particular skill or competency, rather than by traditional academic assessments like exams or essays.
• Problem-Solving : Skills-based learning often involves problem-solving and critical thinking as learners tackle real challenges and learn to adapt and innovate.
• Hands-On Experience : Learners actively engage with the subject matter through practical exercises, experiments, or real-life tasks, fostering deeper understanding and retention.
• Personalization : Instruction can be tailored to each learner’s needs, allowing them to focus on the skills most relevant to their goals or career path.
• Lifelong Learning : Skills-based learning aligns with the idea that learning doesn’t stop after formal education. It encourages individuals to continuously acquire and refine skills throughout their lives.

This approach is particularly valuable in fields where practical expertise and hands-on experience are crucial, such as vocational training , technical education, professional development, and certain areas of higher education. Skills-based learning is often seen as a more practical and career-focused alternative to traditional academic learning, as it equips individuals with the abilities they need to succeed in the workforce and in various life situations.

Types of Programs and Schools That Focus On Skills-Based Learning

Many higher education programs incorporate skills-based learning to varying degrees, but some are specifically designed to prioritize practical skill development over traditional academic coursework. These programs are often found in fields where hands-on expertise is crucial. Here are several types of higher education programs that emphasize skills-based learning:

Vocational and Technical Colleges: These institutions offer programs that focus on specific trades or technical skills, such as automotive repair, welding , culinary arts, and healthcare. Students gain practical skills and often receive certifications or diplomas.

Apprenticeships: Apprenticeship programs combine on-the-job training with classroom instruction. They are available in fields like construction, electrician work, plumbing, and manufacturing. Apprentices work alongside experienced professionals to develop skills.

Community Colleges: Community colleges frequently offer associate degree programs with a strong emphasis on practical skills. These degrees can lead to careers in fields like nursing , information technology, and automotive technology.

Coding Bootcamps: These short, intensive programs focus on teaching coding and programming skills. Coding Bootcamps are designed to quickly prepare students for careers in software development and related fields.

Certificate and Diploma Programs:  Many colleges and online platforms such as Udacity offer courses that are designed to provide practical, job-ready skills in high-demand areas such as technology and business. These programs typically culminate in a certificate or diploma.

Trade Schools : Trade schools specialize in providing education and training for specific trades or industries. This includes fields like HVAC (heating, ventilation, and air conditioning), cosmetology, and construction management.

Nursing and Healthcare Programs: Programs for nurses and healthcare professionals, such as certified nursing assistant (CNA) or medical assistant programs , emphasize practical skills for patient care.

Culinary Schools : Culinary programs teach students cooking techniques and restaurant management skills, preparing them for careers in the culinary arts .

Design and Creative Arts Schools: Schools focusing on design, fashion, and creative arts offer programs that emphasize practical skills like graphic design , fashion design, and interior design.

Trade Apprenticeships in the Building Trades: These apprenticeships provide hands-on training in construction-related fields like carpentry, plumbing , electrical work , and masonry.

Emergency Services Training: Programs for emergency medical technicians (EMTs), paramedics, and firefighters emphasize practical skills for responding to emergencies and saving lives.

Applied Sciences and Engineering Programs: Some universities offer engineering and applied sciences programs with a strong practical component, allowing students to work on real-world projects and gain technical expertise.

Mini-MBA Programs (Non-Degree): Mini-MBA programs are shorter, condensed versions of traditional Master of Business Administration (MBA) programs. They are designed to provide students with a fundamental understanding of key business concepts and management skills in a shorter timeframe. Mini-MBA programs often emphasize practical skills and real-world applications, allowing participants to immediately apply what they learn in their work or business ventures.

Selecting the Right Skills for Your Skill-Based Learning Journey

Identifying the appropriate skills for your skill-based learning plan requires a thorough assessment of your personal strengths and weaknesses. Reflecting on your abilities and areas for improvement can help you determine which skills are most relevant to your chosen career path.

When selecting skills to develop, consider both hard skills, such as technical abilities, and soft skills, like communication and problem-solving. Transferable skills , those that can be applied across various industries and roles, are particularly valuable in skill-based learning. These versatile skills can provide you with a competitive edge in the job market and enable you to adapt to a changing professional landscape.

Creating a Successful Skills-Based Learning Plan

Developing a skills-based learning plan begins with setting clear and achievable goals for your skill development. By defining the skills you want to acquire and the level of mastery you aim to achieve, you can create a roadmap for your learning journey.

Next, identify the resources available for skill acquisition. Online platforms and courses, workshops and seminars, and books and articles are valuable sources of information and guidance. Explore these resources to find the most suitable learning opportunities for your needs.

Finally, establish a timeline for your skill development and mastery. This timeline will help you stay on track and monitor your progress, ensuring that you are consistently working towards your goals. Remember, skill-based learning is a continuous process, and your plan should be flexible enough to adapt to your evolving needs and aspirations.

Putting Skills-Based Learning Techniques into Practice

Active learning strategies are essential for effective skill development in a skills-based learning plan. Techniques such as project-based learning, problem-based learning, and collaborative learning encourage hands-on experience and real-world application, fostering skill mastery.

Integrating these techniques into existing educational and professional development programs can enhance their effectiveness and relevance to your career goals . By focusing on practical skills, you can maximize the value of your learning experience and accelerate your professional growth.

As you progress, it’s crucial to assess your development and adjust your learning strategies as needed. This ongoing evaluation ensures that you remain on track and continue to refine your skills, preparing you for success in your chosen field.

Establishing a Supportive Learning Network

Networking plays a significant role in skill development, as it enables you to connect with like-minded individuals, industry professionals, and mentors who can provide valuable insights and guidance. Building a strong network can enhance your learning experience, open doors to new opportunities, and help you stay informed about emerging trends and best practices in your field.

Additionally, establishing partnerships with industry professionals and mentors can offer you personalized advice, support, and encouragement throughout your learning journey. By leveraging these relationships, you can ensure that your skill development remains on track and aligned with your career goals.

Proving Your Skills for Career Growth

Demonstrating your skills for career advancement requires showcasing your accomplishments and expertise to potential employers. One way to do this is by updating your resumes and CVs with relevant skills and achievements. This information should be presented clearly and concisely, highlighting your unique value and capabilities.

Another effective method for displaying your skills is through portfolios and work samples. These materials provide tangible evidence of your expertise, allowing employers to see the direct application of your skills in real-world situations.

Finally, interviews and networking events offer opportunities to articulate your skill mastery and demonstrate your proficiency. By confidently discussing your skills and experiences, you can make a lasting impression on employers and increase your chances of career advancement.

Unlock Your Potential with Skills-Based Learning

As we conclude our exploration of skills-based learning, it’s evident that this approach is crucial for achieving career success in today’s competitive job market. By focusing on specific, relevant skills and implementing effective learning techniques, you can unlock new opportunities and advance in your chosen field. We encourage you to continue developing your skills and embracing lifelong learning as a key to personal growth and professional growth. At Pathways to Advancement, we’re here to support you with expert advice and resources for further skill-based learning opportunities. Discover more at Pathways to Advancement .

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Knowledge is a process of discovery: how constructivism changed education

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

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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 is the second of two essays exploring key theories – cognitive load theory and constructivism – underlying teaching methods used today.

Constructivism is an educational philosophy that deems experience as the best way to acquire knowledge.

We truly understand something – according to a constructivist – when we filter it through our senses and interactions. We can only understand the idea of “blue” if we have vision (and if we aren’t colour blind).

Constructivism is an education philosophy , not a learning method. So while it encourages students to take more ownership of their own learning, it doesn’t specify how that should be done. It is still being adapted to teaching practice.

The philosophy underpins the inquiry-based method of teaching where the teacher facilitates a learning environment in which students discover answers for themselves.

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

How developmental psychology shapes learning

One of the earliest proponents of constructivism was Swiss psychologist Jean Piaget , whose work centred around children’s cognitive development.

Piaget’s theories (popularised in the 1960s) on the developmental stages of childhood are still used in contemporary psychology. He observed that children’s interactions with the world and their sense of self corresponded to certain ages.

For instance, through sensations from birth, a child has basic interactions with the world; from two years old, they use language and play; they use logical reasoning from age seven, and abstract reasoning from age eleven.

Before Piaget, there had been little specific analyses on the developmental psychology of humans. We understood that humans became more cognitively sophisticated as they aged, but not exactly how this occurred.

Piaget’s theory was further developed by his contemporary, Lev Vygotsky (1925-1934), who saw all tasks as fitting into :

tasks we can do on our own

tasks we can do with guidance

tasks we can’t do at all.

There’s not a lot of meaningful learning to be made in the first category. If we know how to do something, we don’t gain too much from doing it again.

Similarly, there’s not much to be gained from the third category. You could throw a five year old into a calculus class run by the most brilliant teacher in the world but there just isn’t enough prior understanding and cognitive development for the child to learn anything.

Most of our learning occurs in category two. We’ve got enough prior knowledge to make sense of the topic or task, but not quite enough to fully comprehend it. In developmental psychology, this idea is known as the zone of proximal development – the place between our understanding and our ignorance.

Using the zone for learning

Imagine asking ten-year-old students to go about adding every number from 1 to 100 (1 + 2 + 3 + 4 + 5 and onwards). They could theoretically do this by brute force addition which will likely bore and frustrate them.

A constructivist inspired teacher might instead ask: “is there a faster way of doing it?” and “is there a pattern of numbers?”

With a bit of help, some students might see that every number pairs with a corresponding number to add to 101 (1 + 100, 2 + 99, 3 + 98). They end up with 50 pairs of 101, for a much easier, faster sum of 50 x 101.

The pattern and easy multiplication might not have come intuitively (or even at all) to most students. But facilitation by the teacher pushes their existing knowledge into a meaningful learning experience – using a completely mundane problem. It then becomes a process of discovery rather than monotonous addition.

Medical students began using constructivist pedagogies in US and Australian universities in the 1960s. Instead of teachers showing students exactly how to do something and having them copy it (known as explicit instruction), tutors prompted students to form hypotheses and directed them to critique one another.

Constructivist pedagogy is now a common basis for teaching across the world . It is used across subjects, from maths and science to humanities , but with a variety of approaches.

Read more: Don’t just solve for x: letting kids explore real-world scenarios will keep them in maths class

The importance of group works

Learning methods based on constructivism primarily use group work. The emphasis is on students building their understanding of a topic or issue collaboratively.

Imagine a science class exploring gravity. The question of the day is: do objects drop at different speeds? The teacher could facilitate this activity by asking:

“what could we drop?”

“what do you think will happen if we drop these two objects at the same time?”

“how could we measure this?”

Then, the teacher would give students the chance to conduct this experiment themselves. By doing this, teachers allow students to build on their individual strengths as they discover a concept and work at their own pace.

Experiments in science class, excursions to cultural landmarks in history class, acting out Shakespeare in English – these are all examples of constructivist learning activities.

What’s the evidence?

Constructivist principles naturally align with what we expect of teachers. For instance, teacher professional standards require them to build rapport with students to manage behaviour, and expert teachers tailor lessons to students’ specific cultural, social and even individual needs.

Explicit instruction is still appropriate in many instances – but the basic teaching standard includes a recognition of students’ unique circumstances and capabilities.

Taking the constructivist approach means students can become more engaged and responsible for their own learning. Research since the 1980s shows it encourages creativity .

Constructivism can be seen as merely a descriptive theory , providing no directly useful teaching strategies. There are simply too many learning contexts (cultures, ages, subjects, technologies) for constructivism to be directly applicable, some might say.

And it’s true constructivism is a challenge. It requires creative educational design and lesson planning. The teacher needs to have an exceptional knowledge of the subject area, making constructivist approaches much harder for primary school teachers who have broader general knowledge.

Teacher-directed learning (the explicit teaching of content) has been used for a lot longer, and it’s shown to be very effective for students with learning disabilities .

Read more: Explainer: what is explicit instruction and how does it help children learn?

A major challenge for constructivism is the current outcomes-focused approach to learning. Adhering to a curricular requirement for assessment at certain times (such as end-of-term tests) takes the focus away from student-centred learning and towards test preparation.

Explicit instruction is more directly useful for teaching to the test , which can be an unfortunate reality in many educational contexts.

An an education philosophy, constructivism has a lot of potential. But getting teachers to contextualise and personalise lessons when there are standardised tests, playground duty, health and safety drills, and their personal lives, is a big ask.

Read more: I had an idea in the 1980s and to my surprise, it changed education around the world

• Developmental psychology
• Inquiry learning
• Inquiry-based learning
• learning theories

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REALIZING THE PROMISE:

Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.  

Introduction

While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

• Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
• Survey the best available evidence on interventions that match those conditions—the evidence; and
• Closely monitor the results of innovations before they are scaled up—the prognosis.

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The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

• Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
• Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
• Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

• Scaling up quality instruction, such as through prerecorded quality lessons.
• Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
• Expanding opportunities to practice.
• Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas.  The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

About the Authors

Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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• Education, training and skills
• School curriculum

Nick Gibb: The importance of knowledge-based education

School Standards Minister speaks at the launch of the 'The Question of Knowledge'

It has been a pleasure to work with the Association of Schools and College Leaders (ASCL) over the years as Minister of State for Education. I would like to take this opportunity to thank Malcolm Trobe for all of the work he did as interim General Secretary, and Deputy General Secretary before that. It has been a pleasure to work with him and I look forward to working with Geoff Barton in the years ahead.

The way the curriculum is discussed in this country has changed dramatically over the last 10 years. In 2007, the previous government launched a national curriculum that had been stripped of knowledge content in favour of skills.

‘ Could do Better ’ – a review of the then National Curriculum carried out by Tim Oates in 2010 – found that the National Curriculum for England had been subjected to a protracted process of revision, with the 2007 reforms failing to adequately draw from emerging analysis of high-performing systems around the globe.

A change of government in 2010 prevented the Independent Review of the Primary Curriculum recommendations being brought in. This review argued that the primary national curriculum should place less emphasis on subject areas and a greater emphasis on so-called areas of learning and development:

• personal, social and emotional development
• communication, language and literacy
• problem solving, reasoning and numeracy
• knowledge and understanding of the world
• physical development
• creative development

This review of the primary curriculum drew on the example of Finland – still the doyenne of the international education circuit – which had moved away from emphasising knowledge just at the time it reached the summit of the international education league tables. The review described the Finnish position as follows:

Core content is described as activities and skills, rather than detailed subject-based content. This places the onus on the municipality, and more importantly on the school, to develop their curriculum to meet learners’ needs as well as national expectations.

The Finnish curriculum also had seven cross-curricula themes:

• growth as a person
• cultural identity and internationalism
• media, skills and communication
• participatory citizenship and entrepreneurship
• responsibility for the environment, well-being and a sustainable future
• safety and traffic
• technology and the individual

The review drew on numerous other international examples of countries that have moved away from a traditional focus on knowledge and towards generic, cross-cutting skills. The romantic notion that teachers need not focus on knowledge and instead turn their attention to developing creativity or communication skills has gripped many countries around the world.

But as Gabriel Sahlgren argued in Real Finnish Lessons , Finland’s success – often a catalyst for skills-focused education reforms in other countries – is probably not explained by their more recent curriculum changes. These changes have been wrongly credited with education success, which is more likely to be due to Finland’s traditional educational culture until that point at about the turn of the millennium when it changed.

Instead, Sahlgren argues persuasively that Finland’s recent fall in performance – albeit from a very substantial height – is due to a movement away from this culture. In particular, the teacher-centred educational culture is being replaced by more pupil-led ways of working.

Thanks to the result of the 2010 general election, the English education system did not undergo further skills-focused reforms. Thanks to the work of Tim Oates and others, the new National Curriculum put knowledge back at the centre of schooling.

And knowledge is – rightly – back at the heart of discussions about the curriculum. ‘ The Question of Knowledge ’ is an important pamphlet, making the case for a knowledge-rich curriculum with essays written by leading experts and headteachers. It is a significant contribution to our national education conversation.

In her foreword, Leora Cruddas describes the importance of E. D. Hirsch – someone who has deeply influenced my thinking on education:

The influence of E. D. Hirsch on educational thinking has been profound. At its heart is the idea that returning to a traditional, academic curriculum built on shared knowledge is the best way to achieve social justice in society. His work has also encouraged schools to focus on the concept of building cultural capital as a way to close the attainment gap.

A knowledge-based curriculum is too often tarred by opponents as entrenching social divisions, whereas a well taught knowledge-rich education is a driver of true meritocracy – as the headteachers who contributed to this pamphlet well know.

Dame Rachel De Souza – of the Parent and Teachers for Excellence (PTE) and the Inspiration Trust – understands the importance of knowledge as well as anyone:

Knowing those things – and not just recalling the bald facts but deeply understanding them – gives you an upper hand. It gives you the confidence to discuss a wide range of live topics with those around you, it gives you social status. It makes you part of the club that runs the world, and the inside track to change it.

And the pendulum swing towards knowledge and away from skills that has taken place over the past few years has been profound.

Academies and free schools have control over the curriculum they teach, and with the National Curriculum setting the standard high, innovative schools led by exceptional head teachers have developed world-class curricula. But shifting a school’s focus towards a knowledge-based curriculum is not a short-term commitment, as Stuart Lock – the newly appointed headteacher of Bedford Free School – explains:

I think there is a real danger that developing a knowledge-based curriculum might be seen as “done” after a year or two. In reality, we are just over one year into a long-term job. There is no moving on to another initiative; we are playing the long game. This is what is important in schools, and hence is our continued focus for development over the next few years. Everything is subservient to curricular questions. So pedagogy, assessment, tracking and qualifications must lead on from us developing further our understanding of what makes a pupil knowledgeable, and ensuring we get as close to that understanding as possible.

This view is shared by Luke Sparkes and Jenny Thompson of Dixons Trinity Academy, which achieved outstanding results this year. Their excellent free school serves a disadvantaged community in Bradford, and is one of a number of high performing free schools and academies that demonstrate that a stretching, knowledge-rich curriculum, a sensible approach to behaviour and evidence-informed teaching result in exceptional results for all pupils.

High performing free schools and academies are providing empirical evidence of what it is possible to achieve when teachers and headteachers – given freedom to innovate with their curriculum – pursue an evidence-based approach. The exceptional results achieved by schools such as King Solomon Academy, Mossbourne Community Academy and Harris Academy Battersea demonstrate that disadvantage need be no barrier to achieving academic excellence.

But the excuse-making has shifted. Increasingly, there is a chorus of nay-sayers who claim that only schools in London or the south east can achieve top results. Dixons Trinity Academy – along with the likes of the Tauheedul Education Trust – shows conclusively that geography need be no barrier to academic achievement.

According to Luke Sparkes and Jenny Thompson, the secret to success isn’t the socio-economic make up of your cohort or the location of your school. For them:

A knowledge-based curriculum is about harnessing the power of cognitive science, identifying each marginal gain and acting upon it; having the humility to keep refining schemes of work, long term plans and generating better assessments.

Unlike the easy-sounding promise of generic skills, there is no doubt that developing a knowledge-rich curriculum is hard. But, unlike a skills-based curriculum, the rewards are worth it.

The West London Free School – run by Hywel Jones – is determined to provide a classical liberal education for all of its pupils. Too often, when considering what comprises a knowledge-rich curriculum, the arts are not given the prominence they deserve.

In tired arguments against the English Baccalaureate, opponents of the policy sometimes characterise proponents of a knowledge-rich curriculum as opposing the development of human creativity and appreciation of the arts. Nothing could be further from the truth.

Analysis published earlier this year by the Department for Education showed that there is little correlation between the change in EBacc entry and the change in arts uptake in state-funded mainstream schools. The small correlation that does exist suggests that schools where EBacc entry has increased tend to have also seen an increase in their arts uptake.

In an earlier NSN report showing the same trends, the Culture Minister Matt Hancock and I wrote that there should be no battle between the arts and other subjects, but instead a battle for stronger, better, well-rounded education.

I am clear that the arts are a vital component of every pupil’s education. Arts and culture are part of the fabric of our society and the government firmly believes that every child should be taught a high-quality arts curriculum.

At Hywel’s school, music has pride of place in the curriculum – a school in which the vast majority of pupils are entered for the EBacc suite of core academic subjects. That is because music – along with other important arts subjects – has an important role to play in ensuring that pupils leave school with the cultural literacy they will need. And cultural literacy is a vital goal of a knowledge-rich curriculum, as Hywel explains in his essay:

We want children to leave our school with the confidence that comes from possessing a store of essential knowledge and the skills to use it. We believe that independence of mind, not compliance with socio-economic expectations, is the goal of a good education. We believe the main focus of our curriculum should be on that common body of knowledge that, until recently, all schools were expected to teach. This is the background knowledge taken for granted by writers who address the intellectually engaged layman – the shared frames of reference for public discourse in modern liberal democracies. Sometimes referred to as “intellectual capital”, at other times as “cultural literacy”, this storehouse of general knowledge will enable all our pupils to grow to their full stature. Passing on this knowledge, as well as the ability to use it wisely, is what we mean by a classical liberal education.

The implementation of a core-academic curriculum currently occupies less bandwidth in our national conversation, but it is no less important. And the deep subject knowledge of teachers is vital to the successful delivery of the curriculum, as Ian Baukham made clear in his excellence review of modern foreign language pedagogy for the Teaching Schools Council.

In his essay for ‘The Question of Knowledge’ he expertly dissects the key relationship between a teacher’s subject and curriculum knowledge, and their appropriate choice of pedagogy. He writes:

The core knowledge pertaining to a foreign language when learnt by a novice consists of vocabulary (words, the lexis), grammar (the rules, syntax, morphology) and pronunciation and its link to the written form (phonics, phoneme-grapheme correspondences). It is essential that language teachers understand this and that their curriculum planning must sequence the teaching of this knowledge and its practice to automaticity in structured but decreasingly scaffolded contexts.

He also adds an excellent critique of the dominant pedagogical approaches that grip far too many modern foreign language classrooms in our country:

The modern languages equivalent of ‘discovery learning’ or ‘child centred’ approaches, which we now understand to be not only time inefficient but also unfairly to disadvantage those pupils with least educational capital, is a ‘natural acquisition’ approach to language learning. A ‘natural acquisition’ approach emphasises pupil exposure to the language, exaggerates the role of ‘authentic resources’ at the expense of properly constructed practice or selected material, and tends to favour pupils spotting grammatical patterns for themselves rather than being explicitly taught them. It tends to emphasise the ‘skills’ of linguistic communication, listening, reading, speaking and writing, over the ‘knowledge’ which is a prerequisite for these skills (grammar, vocabulary and phonics), and it often turns the skills into the content leading to an ill-conceived curriculum. Moreover, it tends to plan courses around thematic topics (so holidays, the environment and so on) and in so doing to de-emphasise grammatical progression towards a coherent whole picture, as in such a schema grammar is secondary to the ‘topic’ so is introduced in small disconnected chunks as pertaining to the thematic topic.

Again, this critique returns to the core purpose of the movement for a core academic curriculum for all, embodied by this pamphlet. The driving motive behind the reforms the government has embarked upon since 2010 is shared by this teacher-led movement; the desire for every child in this country to receive a world-class education that equips them with the knowledge they need, taught to them by expert teachers, using evidence-based approaches to teaching.

It is a simple aim, but realising this ambition requires and will require great effort and our continued joint endeavour. I want to take this opportunity to thank everyone who is here and everyone who contributes each and every day to this movement. Together, we are changing this country’s education system for the better.

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What is the difference between skill and knowledge-based learning?

Gaining knowledge and putting it into practice is fundamental to learning, and the most effective way to learn is to build upon what you already know. Traditionally, education has followed the path to greater knowledge, but as skill gaps emerge, teachers must find new ways to address them.

Most educators today advocate for greater balance between knowledge and skills-based learning. But to teach effectively, it’s essential to understand the differences between these two methods. It’s also important to know how to implement them in a way that most benefits students.

Knowledge-based learning vs skills-based learning

Knowledge is the theoretical understanding of something, which is acquired through lectures and textbooks. Knowledge-based learning, therefore, refers to reading, listening, and watching to obtain the information needed before progressing to the next stage of learning.

Skills can be acquired by   doing,   and the best way to master something is through regular practise or trial and error. Skill-based learning aims to build upon knowledge by developing practical expertise in a particular area.

As an example, a carpenter requires the background knowledge of how to measure and read blueprints, before starting a project. This can help with a range of projects, but it’s not enough on its own. A carpenter also needs to develop skills to carry out specific tasks, such as crafting a kitchen cabinet or making a coffee table. 

As you can see from this example, having knowledge about something does not make you skilled in it—likewise, being skilled at something does not mean you have all the required knowledge to excel at it.

The carpentry example offers a very clear-cut distinction between these two learning methods. When it comes to early childhood teaching, such as in primary schools, skills-based learning aims to build upon the knowledge a student has gained in the classroom. This combination of knowledge-based and skills-based learning will help transform learners into independent thinkers and prepare them for challenges they may face in the future.

Why is skills-based learning important?

Skills-based education is essential for a few reasons:

• It promotes greater independence Students who learn through skills-based instruction are more likely to think at a higher level and solve problems on their own. This is important, particularly for primary school children who are being introduced to new ideas and concepts every day. Children at this age are just beginning to make connections between what they have been told and what they have experienced.
• It increases learning speed Students learn much faster when there are multiple ways for them to absorb information. Using a skill-based approach can further develop what they already know and help them grasp concepts quicker.
• Provides real-world experience Children have little real-world experience, which makes teaching theoretical subjects more challenging. By creating lessons that engage their reality, that they can experience and build upon, they will be able to catch on a lot faster.

Although the importance of a skill-based curriculum cannot be understated, knowledge is still a crucial foundation for students to be able to apply their skills and understand the broader reasoning behind what they are learning and why.

Understanding learning methodologies for early childhood education

There is a lot more you can understand about learning methodologies to make an impact on young learners. For example, what the characteristics of competency-based training is, what is meant by life skill education and much more. 

If you want to learn more, are interested in mentoring future generations and working with young children, then a career in childhood education might be your calling. Open Colleges’ courses in childhood education will provide you with the perfect foundation for starting your career in this field.

Visit the   Early Childhood Education and Care   course page now where you’ll find a selection of nationally recognised courses, including   CHC50113 Diploma of Early Childhood Education and Care . These courses will give you both the knowledge and skills you need to start a career in the growing and highly rewarding early childcare sector.

By Open Colleges

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Embracing the Future: The Rise of Skill-Based Learning in Education

June 13, 2022.

The way we teach and learn has changed drastically over time. In the old days, people were forced into careers they didn't want because of society's expectations - but now students are motivated by their passions or interests which leads to more competent adults who can make decisions based on what makes them happy instead! 

Knowledge-based vs. skill-based education

Skill-based education is hands-on and is built on the simple premise of 'learning by doing' in real-world circumstances. As a result, it differs from traditional theoretical approaches by focusing on the individual's characteristics. On the other hand, knowledge-based education places a higher emphasis on books.

While education is crucial, skill is also required. Because academic knowledge can only let us taste limited success, we need hands-on abilities. For example, when we're learning science, we frequently do experiments in the lab since it's a well-known truth that real-world knowledge is obtained in real-world conditions.

Today, learning talent is more than a method; it is the basic pillar of survival. Skills are a critical need of the hour because they are the country's backbone. People who have received a skill-based education are better learners because they have gained knowledge by experience and are constantly adding to their knowledge bank.

“Skill-based learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student.”  – US Department of Education

The benefits listed in this section add to the potential of skill-based learning to improve student engagement and learning outcomes. It improves the teaching and learning experience whether it's an online course or an in-person class, from self-paced progression and tailored learning paths to real-world practical application.

The goals and benefits of a skills-based learning approach

According to research, a skills-based approach that combines subjects to teach competencies that can be used across subjects encourages students to develop attributes such as critical thinking, problem-solving, communication, and collaboration, all of which are increasingly in demand among employers, as opposed to a curriculum learned by rote and focused on exam results.

The primary goal is to engage children in learning rather than having teachers lecture to a passive audience.

The skills-based learning approach is the future of education for kids. It provides them with a foundation that they can build on for the rest of their lives, and it prepares them for the realities of the 21st-century workplace. We should all be advocating for this type of education because it will benefit the children in innumerable ways.

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Phonics Phonics refers to a style of learning a language by understanding the relationship between, alphabets, letters or words and how they sound or are pronounced. It is the backbone of any language.

Creative Imagination The creative genius in children helps in their cerebral and mental development. It will help them improve their concentration, focus and nurture the ability to learn things faster.

English Communication Spoken globally by at least a quarter of the population worldwide, English is a global language. Just like any other language, it is best acquired at a young age.

People Skills People skills are what control the outcome of any relationship be it personal or professional. Instilled from a young age, these skills will help a child interact better with people.

Emotional Intelligence Emotional Intelligence enables a person to regulate or to have better control over their emotions as well as empathize with the emotions of the people around them.

Personality Development Personality development will help a child find success in all future endeavours by learning soft skills and learning how to interact with people.

Logical reasoning It helps children improve their mental operations. This enhances abilities like problem solving and cognitive activity, which results in higher levels of intellectual capability.

Understanding Concepts

4 reasons why skill-based learning is important for students.

• Mar 14, 2022

“Tell me and I will forget, show me and I may remember; involve me and I will understand.” ― Xun Kuang.

From this quote, we can see that even back in 312-230 BC, philosophers used to sing praises about skill-based learning. Although the term wasn’t coined back then, the concept was a well-known one. 

The skill-based learning approach is based on the understanding that everything is learnt better when it is practised in real life. On the other hand, knowledge-based learning focuses more on rote learning or the traditional ‘read and write’ system. 

If you want to thrive in this era, it is important to strike a balance between knowledge and skill. Remember those chemistry classes where you would have to learn the periodic table by heart? Learning the order of elements in the periodic table is knowledge-based. But many schools also conduct practical classes where students carry out experiments to understand how these elements react with each other. This is skill-based learning. 

After explaining the theory behind the experiment, you let the students “do” the experiment on the basis of what they learned. So, the students are learning by “doing” the experiment. 

If you’re still confused about the difference between skilled-based and knowledge-based learning, fret not! We’ll break down both concepts in this article. 

What is the difference between skill-based and knowledge-based learning? 

First, let us understand the crux of knowledge and skill. Knowledge simply means to theoretically understand a piece of information in-depth. On the other hand, skill can be referred to as having the ability to perform a task. Rather, knowing how to execute a task based on that knowledge. 

In schools, textbooks are the medium of knowledge-based learning. And as important as they are, without the practical application of the knowledge, they’re quite literally not worth the paper they’re printed on. Take maths as a subject, for example. Almost every maths student is expected to memorise complex formulas. But, mugging up isn’t enough. Why? Because maths, along with other subjects, cannot be taught only through theory. It has to be learnt through trial and error, which gives practical expertise on the subject. And that’s why skill, the ability to solve an equation after learning the formula, is important.  

Knowledge-based learning focuses mainly on reading, listening or watching in order to obtain information about a specific area of study. In contrast, skill-based learning has the objective of building knowledge based on practical methods of learning.  

Why is Skill-Based Learning Important? 

Having knowledge, without being able to apply it is like buying a camera without knowing how to use it. You can’t be a Picasso if you just read a painting book for dummies; you have to experiment with brush strokes and colours too. Keep experimenting and eventually, you’ll have the “skill” of painting under your belt. Skills are necessary for a student’s overall development in this rapidly changing world. That’s why your curriculum should focus not just on knowledge acquisition, but skill development too. 

Four Reasons to Adopt Skill-Based Learning in Your Teaching Methods - 

• Creates a Sense of Independence : It allows students to think outside the box and promotes a higher level of problem-solving.
• Improves and Encourages Creativity : It helps students come up with innovative solutions to the same ol’ problem. This could be a new way to solve a puzzle or a ground-breaking design principle that no one has thought of. Needless to say, skill-based learning gets the creative juices flowing!
• Builds Cooperation and Teamwork : Many skill-based learning activities are conducted in groups. This encourages students to collectively solve an issue; thus building good communication, coordination and team spirit.
• Knowledge Alone Isn’t Enough : A medical student isn’t going to begin performing surgeries on living humans simply after reading an instruction manual. They need skill to perform a surgery; and the only way to develop it is with practice (on dummies, of course).

The concept of skill and knowledge are both crucial in a student’s education. Knowledge makes a student wise, and skills prepare them to face real-life problems. They are both inter-dependent and have equal importance in the field of education. So, as an educator of the modern era, it’s probably time to incorporate skill-based learning in your teaching pedagogy.

• James Cooper

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Skills versus knowledge: A curriculum debate that matters – and one which we need to reject

• Perspective Article
• Published on: September 12, 2018

• Curriculum |
• Developing effective learners |
• Wider professional responsibilities

Public debate across the West is often polarised, angry and hysterical. Social media amplifies extreme and strident views. People tend to think the worst of their opponents and often believe or disbelieve things because it suits their preconceived ideas…’

This is the introduction to the BBC radio series Sweet Reason. Unfortunately, this description is all too true of debate over the content of the curriculum – particularly the trenchant debate over ‘skills versus knowledge’. Recently I contributed to a review of a nation’s experimental curriculum, and in the report I referred to the heated debate between knowledge and skills, concepts and contexts. A reviewer challenged the existence of the debate, stimulating me to go back through the literature, press stories and blogs to establish the locations of the arguments, the people involved and the nature of what they said.

This debate is not as evident in academic writing as might be expected. In journal articles, there is a clear tendency to examine and advocate ‘new skills’ or explore areas such as ‘multiple intelligence’ without situating these in a wider debate about the aims of the school curriculum. Articles land on either side of the debate without acknowledging that the debate is occurring. There are exceptions. Coincident with the work laying down the principles for the new National Curriculum, Michael Young’s work on the ‘return to subjects’ (Young, 2011) and ‘powerful knowledge’ (Yong, 2013) opened an explicit discussion of the attitudes to knowledge that have been dominant in education in England.

Is it a debate that matters? Absolutely. Views of ‘what should be taught’ determine the actions and engagement of teachers and students as well as the overall shape of the school timetable. Unnecessary change to the National Curriculum rips capacity from the education system as teachers spend time grappling with new requirements. Talk of ‘constantly changing human knowledge’ fails to recognise that fundamental paradigm shifts appear very infrequently in disciplines. Tectonic plate theory in geography was the last fundamental change there – in the 1960s – combined with a little more emphasis on human geography and greater exploration of well-established principles of climate science. The application of genetics may be changing clinical practice daily, but the fundamentals were laid down by Mendel – in 1863 – and the structure of DNA explored by Crick, Watson, Franklin and Wilkins in the 1950s. In a curriculum that is pushed for space, fundamentals count.

My paper ‘Could do Better’ (Oates, 2010) outlined the vital distinction between ‘concepts’ and ‘contexts’. If a National Curriculum focuses on contexts and application, rather than fundamental concepts, it will be destined for constant change. And there lies a big tension. With limited time and space in the curriculum, choices necessarily need to be made. There are areas of the curriculum that are relatively arbitrary – the plays of Shakespeare: which ones? The history of the economic and social development of South East Asia or of South America? Such arbitrary choices can always be contested. But in some instances the discussion has morphed from ‘which elements of subject disciplines’ and ‘which authors’ into an idea that every aspect of knowledge is arbitrary.

The unprecedented growth of human knowledge has led some commentators to argue that a focus on carefully selected ‘core knowledge’ is irrelevant, and the ‘skills’ associated with ‘finding knowledge’ are the true focus of education. This position entirely fails to engage with established theory in psychology – that persistent schemas are needed in the minds of individuals to identify and organise knowledge, and that the knowledge held by an individual is determining of identity (who they are) and competence (what they can do). Helen Abadzi’s work (Abadzi, 2008) , for example, shows how higher order thinking is dependent on the utilisation of cognitive resources that have been located in long-term memory – concepts, principles, ‘core knowledge’.

This argument is not an argument ‘for’ knowledge and ‘against’ skills. It is an argument that says that to oppose the two is quite wrong. In public debate about the curriculum, we have to move on from;

• ‘knowledge versus skills’
• ‘learning inputs versus outcomes’
• ‘theory versus application’

These have been presented as gross polarities, with the three on the left-hand side (knowledge, learning, theory) being seen as ‘traditional and outmoded’ and the three on the right (skills, outcomes, application) as ‘progressive and modern’. However, such oppositional discourse fails to reflect the most effective pedagogy from around the world. But what about places like Scotland and Estonia, both of which are hailed as beacons of ‘outcomes-based curricula’? Debate in Scotland is full of legitimate concern over declining standards and the confusions emanating from a curriculum that emphasises complex experience and application over clear focus on core constructs. I am not saying that rich, engaging experiences should not be there for all pupils. But you need to get these in the right place.

The National Curriculum in England laid down the key distinction between the National Curriculum – a parsimonious statement of essential content – and the school curriculum – a set of rich and engaging experiences, determined by teachers and focused on all children acquiring essential content. And is the 2014 National Curriculum ‘only knowledge’? Not at all. The general goods of education – confident, creative, thoughtful children – are just as strongly emphasised as the acquisition of powerful knowledge – and they are not opposed, but connected. Interestingly, that’s why Estonia – putatively ‘competence-based’ – is almost completely aligned with England. There, they too maintain the distinction between the national curriculum and the school curriculum. There, the aims statements also emphasise application, analysis, creativity and engagement. But the statements of content, just as in England, assert the importance of the memorisation of times tables, the fundamentals of grammar, and historical facts. They too see the importance of the foundations of critical thinking for higher attainment and better equity. So, let’s move beyond disruptive, casual comment and get on with the task of improving education for all.

From this issue

Issue 4: Designing a Curriculum

Autumn 2018

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Essay on Knowledge is Power: Samples in 100, 200, 300 Words

• Updated on  
• Dec 15, 2023

‘ Knowledge is power’ phrase is derived from a Latin term, which is attributed to Sir Francis Bacon, a well-known essayist of all times. Knowledge is power has been accepted widely and timelessly as it underscores the significance of knowledge in empowering people, societies and countries . 

Benjamin Franklin once said, ‘An investment in knowledge pays the best interest.’ Knowledge not only improves a person’s understanding of the world but also teaches them life lessons to develop decision-making skills and contribute to the betterment of society. Below we have discussed some essays on knowledge is power in different word limits.

Table of Contents

• 1 Essay on Knowledge is Power in 100 Words
• 2 Essay on Knowledge is Power in 200 Words
• 3 Essay on Knowledge is Power in 300 Words

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Essay on Knowledge is Power in 100 Words

‘Knowledge is power’ is a timeless truth. A person with knowledge can empower himself to make informed decisions, enhance personal growth and contribute to the development of society. Knowledge equips us with effective tools to navigate the challenges of life and achieve our goals in real-time. The pursuit of knowledge is education. A person who is educated and has the right knowledge will find success in life. 

The world we live in is driven by knowledge-based education and innovations. From agriculture to healthcare, every activity and field requires you to have proper knowledge and understanding of it. Whether it is at the individual level or global level, people who prioritize education and knowledge enjoy economic prosperity and influence.

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Essay on Knowledge is Power in 200 Words

Knowledge is so powerful that it can reshape the entire world or destroy it, depending on the purpose for which it is used. The phrase, ‘Knowledge is Power’ was given by Sir Francis Bacon. With knowledge, one can have a profound impact on their life and the people surrounding it.

Knowledge emperors a person in various ways, from personal growth to changes at the global level. With knowledge, we gain new skills, insights and perspectives about a particular subject. This equips us to excel in our chosen field, pursue all our aspirations and fulfil our dream life.

A person with the right knowledge can make informed decisions. If you are someone who possesses broad knowledge about different subjects, it will be very easy for you to critically analyze any situation, weigh options and make choices that best suit your plans. This not only leads to better personal outcomes but also fosters a sense of autonomy and self-determination. Knowledge is considered as the driving force behind progress. Scientific discoveries, technological innovations, cultural evolution and social developments are all fueled by accumulated knowledge. A very classic example of this is the history of human civilization. We must use knowledge knowledge ethically and ensure its equitable distribution or access.

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Essay on Knowledge is Power in 300 Words

Knowledge is deemed as the most powerful tool a human possesses. It is the cornerstone of power in our modern society. The universally acknowledged phrase ‘Knowledge is power’ highlights the profound impact knowledge has on individuals and society, and both.

The first thing to know about knowledge is that it is the key to personal development and empowerment. When a person acquires knowledge, they open doors to personal growth and development. Depending on the person’s expertise and field, this empowerment can come in various forms. I person with the right knowledge often finds himself confident, adaptable, and capable of overcoming obstacles in life.

Moreover, knowledge equips you to make informed decisions. We are living in a world which is driven by information. A person who is well-equipped with knowledge about his or her specific field can critically assess a situation, evaluate the options and make choices that best suit their individual needs and values. This not only enhances their personal lives but also fosters a sense of agency and self-determination.

Knowledge is the driving force behind progress, development and innovation. From the time of industrialization to the invention of the internet, knowledge has been the deciding factor for transformative change, improving the quality of life for countless individuals. 

The importance of knowledge is not only limited to individual benefits of scientific discoveries. It also plays a critical role in a country’s governance. It allows you to make informed political decisions, and actively participate in the democratic process. In this way, knowledge serves as a safeguard against tyranny and injustice.

At last, the phrase ‘knowledge is power’ remains a timeless truth that highlights the profound impact of knowledge on a person’s development and societal changes. With this power comes the responsibility to use knowledge ethically and ensure equal access for all, as knowledge remains a vital path to personal and collective empowerment in our ever-changing world.

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The phrase ‘knowledge itself is power’ denotes the meaning that knowing empowers your understanding of the world so that you can make informed decisions for yourself and others. In this way, knowledge is equal to power, as it can help in shaping the future of an individual to an entire country.

Knowledge is considered as an accumulation of information, skills facts and understanding acquired through deep learning, experience and observation. It represents a deep and organised awareness of the world around us, encompassing various fields of knowledge, such as culture, science and technology, history and practical know-how. Knowledge empowers individuals by providing the tools to make informed decisions, solve problems, and navigate life’s complexities. It serves as a foundation for personal growth, innovation, and societal progress, shaping our perceptions and actions. 

A person can improve their knowledge by reading informative articles, newspapers and books, enrolling in courses related to their field of study, attending workshops and seminars, engaging in discussions, etc.

For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Home » Blog » Why Skill-Based Education is Important?

Why Skill-Based Education is Important?

Degree and skill are essentially the same things. A person must have a degree and the ability to achieve something. A degree without talent is as meaningless as a skill without a degree.

Both must coexist for the battle of the fittest to occur. A degree is just the certified verification of an individual’s expertise. Every person with the ability may not be able to obtain the degree.

Likewise, not every university graduate is necessarily skilled. The degree or expertise required is determined by the company, the nature of the position, and so on.

In general, which criteria is more important: the degree or the skill? Or will graduation become Irrelevant in the age of life-skill-based education? Let’s get to know them in detail.

• What is Skill-Based Education?

Communication: 

Time management: , leadership and teamwork: , effective decision-making: , critical thinking: , conflict resolution: , innovation: , 3. the entrepreneurial mindset:, the transformative effect on employability:, 5. increased productivity:, 6. personal development:, where can skill-based learning be implemented, 1. flexibility:, 2. gaining experience:.

• 3. Improves Creativity: 

4. Education with a purpose:

Challenges in skill-based education.

Skill-based learning primarily offers practical knowledge and abilities that apply to real-world situations.

Instead of focusing on mere traditional academic subjects like science and mathematics, in skill-based education students are prepared to develop capabilities that help them to get success in different aspects of life.

This approach says that there are a variety of skills that need to be developed to get ahead in today’s dynamic & competitive world.

• Relevance to Real Life:  Unlike theoretical knowledge, skills are something that immediately match with real-world demands. If a student has practical abilities, he/she can better navigate the problems coming their way in both personal and professional lives.
• Adaptability:  In this highly competitive global landscape, one must be versatile and adaptable. Skill-based education gives the learners flexibility to handle different situations and grab new opportunities as they come.
• Employability:  While looking for a job, you must know that employers prefer a candidate who possesses a certain number of skills rather than academic qualifications only. By enhancing their skills, students increase their chances of getting selected for better positions in the job market. 
• Holistic Development:  Skill-based education promotes holistic development by focusing not only on intellectual capabilities but also on different things including emotional intelligence, creativity, and interpersonal skills. This comprehensive approach makes sure that students are capable in all spheres of life and can thrive in any context. 

Why is Skill-Based Education important?

Skill-based education is important for several reasons. Here, we have a list of some of the main reasons:- 

1. Life Skills: Preparing for the Real World

The most effective way to express your ideas, build a relationship, or solve a problem, communication is the best tool to manage these all.

Considering this, skill-based education focuses on verbal & written communication skills and on active listening to make sure that students can articulate their thoughts precisely and interact with others in confidence. 

Time management skills develop a special quality in any individual as they learn how to prioritise tasks, set goals, use resources efficiently, and so on.

If one has good time management skills, one can make a balance between academic life & personal pursuits and can lead a happy life.

Leadership and teamwork are quite essential in any work where there is a need to achieve common goals. Collaborative projects & group activities foster a sense of camaraderie and collective achievement. 

2. Problem-Solving Skills in Action

Skill-based education gives the student analytical skills and confidence to make decisions without any reluctance. It makes you responsible even in uncertain times.

Critical thinking means you evaluate information, think twice about the assumptions, and come to well-reasoned judgments. By focusing on critical thinking skills, students turned into discerning thinkers who understand issues from different perspectives and always come to logical conclusions.

Conflict resolution skills make the individual wise as they manage the disagreements constructively and come up with mutually beneficial solutions. These skills in students make them communicate effectively and resolve any heated arguments peacefully. 

Innovation means thinking creatively. Always come up with new ideas to solve existing problems or meet rising needs. Skill-based education promotes students’ innovative thinking and promotes a culture of consistent improvement and adaptation.

Entrepreneurship is not just limited to starting a business; it is a mindset driven by innovation, risk-taking, resourcefulness, and persistence. Skill-based education promotes this mindset by encouraging students to think out of the box, take risks that are calculated, and find a solution to every challenge.

4. Enhancing Employability and Meeting Employer Demand

Skill-based education increases employability as it provides students with practical skills that are demanded by several employers. This gives them a certain advantage in the job market and opens the door to different career paths. 

• Competitive Advantage:  Students with the necessary skills are likely to be preferred by employers over other applicants.
• Diverse Career Paths:  Skill-based education paves the way for different career paths. One can choose any industry as it makes them a versatile one. 
• Career Progression:  With the relevant skills, individuals can go higher in their careers at a good pace and become leaders.
• Adaptation to Industry Changes:  Skills-based education makes you so strong that you can adapt to several changes in the job market and thrive in any industry.

Employees with relevant skills are far more productive and efficient in their roles which benefits the business & organisations and ultimately increases their personal growth.

Skill-based education not only increases employability but also makes one good in their personal life. Students develop confidence, resilience, risk-taking ability, time management, and so on. 

Skill-based learning can be implemented in different education settings like as vocational training centres, traditional schools, online platforms, and workplace training programs.

It can also be merged with existing curriculum frameworks to make academic learning more beneficial. 

The Following are Some of the Advantages of Skill-Based Education:

Skill-based education gives students ownership of their learning and helps them close the comprehension gap. The evaluation, rather than grades, proves their proficiency.

The education process is a beautiful advantage for dropouts since they may go ahead without the need for a gap. The framework depends on the individual; students direct their learning through examinations and hands-on projects.

Students are nurtured in skill-based education to become great leaders in the chosen sector. To support this process, students must think beyond academics and gain real-world skills.

Unfortunately, these physical experiences are frequently missed in traditional teaching.

3. Improves Creativity:  

A schooling system that combines skill-based learning improves children’s creativity. Schools must encourage kids to participate in hobbies such as dance, singing, and sketching, as the benefits of doing so extend beyond learning those specific abilities.

The conventional educational system has taught pupils to evaluate themselves regarding grades and test scores. Beyond test results, however, providing life skills-based education at a young age helps students prepare for the real world.

Children will learn about their talents and limitations relatively early in life thanks to the skill development they receive in school. Instead of concentrating only on passing tests and getting excellent grades in the near term, they will learn with a specific goal in mind.

• Resource Allocation: A skill-based education requires adequate resources like funding, well-qualified instructors, and infrastructure.
• Curriculum Development: It is important to design an up-to-date curriculum that matches with industry needs.
• Equity: Regardless of which background a student belongs to a skill-based education ensures that it gives equal access to everyone. 
• Evaluation and Assessment: Assessing students’ command over practical skills is complex.

Skill-based education is important for individuals with the practical skills and the mindset required to success in today’s changing job market.

By focusing on employability, relevance, and personal development, skill-based learning makes the student ready for all the challenges and chances coming their way shortly. It is undoubtedly a vital part of the modern education system.

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What skill-based pedagogy students need?

Students need a variety of skill-based pedagogies that include problem-based learning, project-based learning, inquiry-based learning, experiential learning, and collaborative learning.  They should also be able to identify, develop and apply higher-order thinking skills such as analysis, evaluation, synthesis, and problem-solving. Educators can effectively incorporate technology into the classroom , encouraging active learning in which students are engaged through frequent practice of their new knowledge.

What is skill-based learning?

Skill-based learning is an approach to education that emphasises developing practical skills and competencies that apply to real-world situations rather than just acquiring knowledge.

What are the advantages of skill based education?

Skill-based learning is an effective way for students to acquire knowledge and develop essential skills. It encourages students to actively engage in learning rather than passively listening or memorising information. With skill-based learning, students gain a deeper understanding of their subject matter as they practice analysing, synthesising, and applying information in various contexts.

What is the importance of skill development in education?

Skill development is important in education because it prepares students for the demands of the workforce, enhances their social and emotional well-being, and helps them become more well-rounded individuals.

What are the different career based on the skills based education?

Careers based on skill-based education can include a wide range of fields, such as healthcare, engineering, technology, creative arts, and business.

Why life skill education has become more important now a days?

Life skill education has become more important nowadays due to the changing demands of the workforce and the increasing importance of soft skills such as communication, collaboration, and adaptability.  Life skill education helps students understand how to navigate the world around them and make sound decisions in their daily lives. It teaches problem-solving, self-advocacy, emotional intelligence, financial literacy, critical thinking and decision-making skills. All these skills are important for success after school, and a wellrounded education should include life skill education.

What is an example of skill-based learning?

An example of skill-based learning could be a project-based learning approach where students work collaboratively to design and build a sustainable garden, developing skills in teamwork, problem-solving, critical thinking, and creativity.

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Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

Get the huge list of more than 500 Essay Topics and Ideas

Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Education Should Be Knowledge Based (Essay Sample) 2023

Table of Contents

Education Should Be Knowledge Based

How Can I Get Essay For Free and Is it realistic to expect a low-cost, High-Quality Essay from a Cheap Paper Writing Service ?

We all agree that education is essential for mankind. However, recently, people have been debating whether education should be knowledge-based or skill based. Both sects believe they are right and present convincing arguments. Every day, man is presented with a different problem which requires him to solve. Before the invention of modern medicine, man relied on herbs and other traditional medicine. However, as time passed, he has continued to show his ability to adapt and to develop into a more complex being who is not only skillful but knowledgeable about his surroundings. Man has managed to grow and develop from a point of ignorance to a point of knowledge and complicated skills. The question here is, should man change his education system to a knowledge-based curriculum or a skill based curriculum? It is true that skills are quite essential, however, without knowledge as the foundation, skills would be useless. This article seeks to build onto the above statement while emphasizing that a knowledge-based education would be more suitable to man than a skill based education.

The world is indeed complex but man has managed to learn and understand the intricacies that surround it. Through the many discoveries that man has made over the years, knowledge has been transferred from one generation to another. The reality is, knowledge never gets old and while we have managed to build on what the older generations left for us, some of what they left us has remained as it was. However, it is important to note that few of the skills that were applicable in the past are useful today. While skills can help one in their job or in doing chores at home, they can never last one a lifetime because of the changing nature of the world. Conversely, knowledge will indeed last you a lifetime because it never grows old.

The challenges the world is facing today are quite incomprehensible. It is only through a knowledge based education that the world will be able to resolve some of the issues we have. Currently, everyone is focused on the issue of global warming. However, there are still those who believe that it is a hoax and the world is only getting duped of billions of dollars. Such retrogressive thinking is reminiscent of a world which is concerned with the skills people have. Global warming is real and the world is gradually being affected by the massive effects of it. While man needs scientific skills to handle global warming, he needs to understand how global warming came to be a major problem in the first place. This means that knowledge always comes first.

Economic growth and development is highly dependent on the knowledge people have of the markets and how to manipulate it. It would be illogical to employ people who are skilled but without the necessary knowledge of generating income for a country. Countries grow and develop by applying the knowledge they gather. It would not make sense to want to change things without first of all getting yourself in a position of power which in this case would be knowledge over a situation.

In conclusion, a knowledge based education should indeed be preferred over a skill based education. However, it is important to note that both are essential and one without the other would indeed be useless.

Essay on Knowledge in English for Children and Students

Table of Contents

Knowledge is to know or understand something or someone. It is the information, truth or expertise acquired through learning or experience. It can be implicit or explicit. Knowledge is a very wide concept and has no end. Acquiring knowledge involves cognitive processes, communication, perception and logic.

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It is also the human capacity to recognize and accept the truth. Knowledge is Wisdom; acquiring knowledge makes you wise and improves your social status. A knowledgeable person is commands respect in the society and holds a dignified position. Acquiring knowledge is a never ending process and requires only basic inquisitiveness and a desire to learn.

Long and Short Essay on Knowledge in English

We have provided below Long and Short Essay on Knowledge in English for you.

These Knowledge Essay will give you an insight into the real meaning of knowledge and its importance in life.

After going through these long and short essays on education you will know the role that knowledge plays in our day to day life and in our overall progress.

Short Essay on Knowledge – Essay 1 (200 words)

Knowledge is awareness and understanding of something such as information, facts, narration or skills gained through education and experience by observing, discovering or learning. It refers to both theoretical and practical comprehension of a subject. Knowledge comes into practice with our actions. Knowledge guides us to a certain goal in life. Humans progress with the growth of knowledge. Human beings are ruled by both mind and heart, and knowledge is a part of the mind. Without knowledge human beings would have been as good as animals. We as humans are powerful as we use the power of knowledge to empower other living beings and nature for our benefits.

Knowledge can be used for positive as well as negative purposes. So knowledge can create and destroy at the same time. Some use knowledge for personal progress as well as the progress of the community, city, state and nation. But some may use it for negative purposes that may not only harm individuals but can also harm the community, city, state and even the nation as a whole.

Knowledge is crucial in varied aspects of life. We, humans would not have developed and progressed so much in life without knowledge about various things we are surrounded with.

Essay on Knowledge is Power – Essay 2 (300 words)

“Knowledge is power” is a very meaningful and important proverb. It refers to the power and awareness that we acquire through knowledge that we gain from experience and education. A well educated and knowledgeable person can make wiser decisions based on his understanding of day to day situations to overcome a difficult problem. Knowledge is superior to muscle power. Power is the ability to work and act effectively.

Earlier man used to live a life of a nomad at the mercy of nature. He used to wander in search of food and shelter and to protect himself from wild animals and other dangers. Soon man started observing nature and events happening around him and started gaining knowledge. He discovered fire and its uses. He also started making tools for hunting purposes and developed his hunting skills.

With his power of knowledge man began to develop and discover natural phenomenon. He started using nature for his personal advantage. Knowledge made his life comfortable and he started living a more settled life by building huts for shelter. Today, man has developed by leaps and bounds. He makes use of his knowledge to dominate others. With knowledge man has achieved all the leisures and comforts in life.

Knowledge gave him the power over physically strength. Man has now educated and cultured himself. He has immensely progressed in the field of science and technology. He is the most powerful creature on Earth and dominates nature and other physically strong species with his mental strength and ability.

Man has succeeded in diverse aspects of life with the power of knowledge. In day to day life knowledge is important to deal with any kind of problem or situation. Thus, knowledge is power. It is more powerful than any other power. A knowledgeable person is respected by everyone around.

Essay on Knowledge and Wisdom – Essay 3 (400 words)

Introduction

Knowledge is awareness and understanding of something. It refers to the information, facts, skills and wisdom acquired through learning and experiences in life. On the other hand, wisdom is the ability to think and act wisely by using knowledge gained through understanding, experience and learning.

Wisdom is the understanding about why things behave in a certain way. It is to have deeper insight into something than just knowing them on the surface level. Wisdom is to understand the consequences of certain actions for one-self and for others. Developing wisdom is very important. Developing wisdom is one of the reasons of gaining education and knowledge.

Wisdom vs. Knowledge

Wisdom refers to the coordination of “experience and knowledge” and how to effectively use both to improve wellbeing. We gain knowledge by learning and education and wisdom is the attribute of being wise. Knowledge gives us a clear understanding of facts and truth and wisdom helps us make correct decisions in life. If a person learns about any particular subject such as history or geography then he can eventually gain knowledge about that subject. He can read books or research online to develop knowledge on any topic of his interest.

Having knowledge alone is not enough but the ability to use your knowledge and experience effectively in day to day life is important. Wisdom is the ability to solve problems with the knowledge you have. Wisdom is to act in any given circumstance with knowledge about its various aspects. It is to practice self-control during the hardships and challenges of life and to patiently deal with it.

It is to understand the feelings and emotions of one-self and others. Wisdom helps you overcome negative feelings and have a positive perspective towards life. It leads you towards meaningful and purposeful life. On the other hand, knowledge has made man wise and the most powerful creature on Earth.

The progress man has made is through knowledge as well as wisdom. Even if we were wise but we didn’t have knowledge about diverse things in life we wouldn’t have developed so much and vice-versa.

We have learnt so much by gaining knowledge and education and we seek more and more knowledge every day. Wisdom is important to wisely put that knowledge into practice. The skill of wisdom is important for everything we do in life. Thus, knowledge and wisdom go hand in hand. Having knowledge alone is of no good and same goes for wisdom.

Essay on Knowledge Based Education – Essay 4 (500 words)

Knowledge based education puts emphasis on teaching and learning based on broadly shared knowledge as it builds strong foundation for future learning. It provides a stock full of useful facts and a set of flexible skills. Unless we know the content and context we cannot demonstrate our skills. In knowledge based education learners get information that they need to know and how to apply that information in real life. Acquiring knowledge is the first step towards the development of an individual.

Knowledge based education is based on both knowledge that students already have and the knowledge they are going to obtain. Knowledge is facts and information and a set of scientific principles. It is about knowing and learning to do something. It is about developing social skills. Knowledge based education gives you a deeper insight and better understanding of the subject. It builds confidence to discuss about various topics with people around you.

Importance of knowledge based Education:

• Knowledge increases Knowledge: We always learn something new by building on knowledge that we have. To learn something new we need to have basic knowledge first. For example, if you want to buy a dress of Sonam Kapoor and Rhea Kapoor’s brand “Rheson” you will search online where you can buy the dress. But if you never knew the name of the brand and that the brand even exists then you wouldn’t be searching for it. It is important to know to learn more. To move on from one step to another we need to know more. Like in school we start from LKG, UKG and then move on to 1 st standard, 2nd standard and so on. It builds the strong base.
• Reading Comprehension: Reading helps to decode text and improves fluency to pronounce the speech sounds clearly. In knowledge based education, teachers focus on providing reading instructions to develop comprehension skills such as to understand the main idea, imagine, evaluate and conclude. But to understand and comprehend students need content rich knowledge on the subject.
• Communication: Shared knowledge allows you to communicate. Shared knowledge is important for communicating and understanding each other. In school when we discuss about a certain chapter with classmates, they have knowledge about it as it has already been discussed in the classroom by teacher. They are aware of the subject matter in detail so it becomes easy to communicate. Students can also identify what they have learnt and what they still don’t know that helps them to clear the doubts later.
• Boost Confidence: Knowledge based education boosts confidence in students as they possess essential knowledge and skills to use it. It builds their ability to think and process independently. Knowledge enables them to develop and grow to their full stature. It helps them socialize more confidently and effectively.

Conclusion: Knowledge based education is important as students can advance educationally and become better readers by obtaining knowledge of the world around them. It helps them develop and become socially active. It helps them progress in various aspects of life. Knowledge gives them a better understanding of the world around them.

Essay on Importance of Knowledge in Life – Essay 5 (600 words)

Knowledge is information and skills obtained through education and experience. It is the practical or theoretical insight into a subject. Man has a unique power, “The power of knowledge.” Knowledge gives him a vision in life and helps him develop and progress. It helps him succeed and achieve what he wants in life.

Each and every activity he does or decision he takes in life requires knowledge. Knowledge helps him to create and innovate. It helps him in every aspect of life whether its art, entertainment, studies, cooking, travelling, and managing finance or just about anything. It is also important to put knowledge to good use. As knowledge can create, it can also destroy. If knowledge is used for negative purposes in life it can be very harmful.

Importance of Knowledge

• Personal Development: Knowledge is important for personal growth and development. Knowledge can last for lifetime and it impacts our growth which influences everything in our life from relationships to work. By enriching brain with knowledge we improve its ability to think, evaluate and process. We can gain knowledge on everything that we find interesting like any dance form, art, architecture, history or just about anything for our personal development. With knowledge we become more confident about ourselves in life. It is easy for us to socialize confidently and have meaningful conversation with people. It makes us wise enough to independently take our decisions in life. But it is important to adopt positive mindset to become a constant learner only then it helps us progress and achieve our goals.
• Knowledge leads to success: I n today’s fast paced life without education and the power of knowledge it is not possible to succeed in life. It is not just enough to have knowledge on a particular subject to succeed but it is also important to have knowledge about how to use it effectively to succeed. For example if one is a writer, it’s not just enough to write and get the work published but it’s also important to promote it on social media through various mediums. So, in today’s world it is important to have knowledge about various aspects of a subject.
• Day to day events: K nowledge is important and useful in day to day events. For example if I want to order a dress online, I need to have knowledge about how to order it and what are the payment options and what if the product is defective, within how many days I can return the product and so on. So, I need to have knowledge about all its aspects before I place the order. I also need to stay up-to date about the latest schemes and discounts available else I may end up paying more. So gaining knowledge is a constant process and is useful every single day.
• Knowledge is important to solve problems: We face many problems in life which can be solved with the power of knowledge. Knowledge enhances cognitive skills like reasoning and problem solving. A strong base of knowledge helps brains function more smoothly and effectively. We become smarter with the power of knowledge and solve problems more easily.

Knowledge is useful in every aspect of life. The more knowledge we have the more power we possess. It is important for our personal and professional development and leads us to achieve success in life. It is the personal attribute that leads us to live a good and humble life. Knowledge helps us in several ways but the best part is that it helps us understand ourselves as well as those around us better. It also helps us act wisely in different situations.

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