need for technical education in our country essay

Importance of technical education essay in English

Here is another Essay in English for the 2nd year and 10th class, 12 class with outlines and quotations. The essay is best on the topic of Technical education in Pakistan. The context of this essay is technical education in Pakistan. You can download the essay in pdf here.

English essay on Technical Education

Now the essay with outline is given. Class 12 and class 10 students can see this essay topic in their smart syllabus. So, I have written these essays to help the students in 2021 exams in English. The quotations are included at various points in the essay.

Essay on the Importance of Technical education for 2nd year

I had to gain experience as I did not have technical education- Mikhail Kalashnikov

The great end of life is not knowledge but action- T.H Huxley

The goal of education is understanding, the goal of training is performance - Frank Bell

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Essay On Technical Education (200 & 500 Words)

Essay on technical education 200 words.

Technical education is a crucial aspect of modern education, which focuses on equipping students with the practical skills and knowledge needed to thrive in today’s highly competitive job market. Technical education encompasses various fields, including engineering, computer science, mechanics, electronics, and others.

One of the main advantages of technical education is that it prepares students for real-world applications. Technical programs provide hands-on experience, allowing students to develop the practical skills necessary to excel in their chosen profession. Technical education also tends to be highly job-oriented, meaning that students have the skills and knowledge needed to hit the ground running in their chosen careers.

Another key benefit of technical education is that it offers students a variety of career opportunities. The job market is highly competitive, and technical skills are in high demand. Students with technical skills are highly sought after and more likely to find lucrative employment.

In conclusion, technical education is an essential component of modern education. It gives students the practical skills and knowledge needed to excel in today’s highly competitive job market. As the demand for technical skills grows, technical education will become more critical.

Essay On Technical Education 500 word

Technical education refers to the education that teaches students how to apply their theoretical knowledge to practical problems. Technical education focuses on imparting practical skills and expertise that will enable students to meet the needs of the rapidly changing technological world. Technical education includes vocational training, trade schools, and community colleges.

The importance of technical education cannot be overstated. Technical education equips students with the necessary skills and knowledge to excel in their respective fields. Technical education teaches students how to apply theoretical knowledge to practical problems, giving them the skills and expertise they need to succeed in the workforce.

Technical education also plays a vital role in a country’s economic growth and development. Technical education provides the skilled workforce needed to meet the demands of a growing economy. Countries that invest in technical education are more likely to experience rapid economic growth and development.

In today’s world, technical education is more important than ever. With the rapid pace of technological change, the demand for skilled workers is increasing. Technical education provides the skills and expertise needed to meet this demand, ensuring that students are equipped to succeed in the modern workforce.

There are many benefits to pursuing technical education. For one, technical education is often more affordable than traditional four-year college programs. Technical education programs are typically shorter in duration and focus specifically on the skills and knowledge needed to succeed in a particular field. This means students can enter the workforce more quickly and with less debt.

Technical education also provides students with hands-on experience that is invaluable in the workforce. Many technical education programs include internships or apprenticeships, allowing students to apply their skills in real-world settings. This practical experience makes graduates attractive to potential employers and gives them a competitive advantage in the job market.

Another benefit of technical education is that it provides students with various career opportunities. Technical education programs cover various fields, from healthcare to engineering to manufacturing. Students can choose a career path that best suits their interests and skills.

Governments must invest in technical education programs to ensure that students receive high-quality technical education. This investment should include funding for equipment and facilities, as well as training for teachers and instructors. Governments should also work with industry partners to ensure that technical education programs teach students the skills and knowledge that are in demand in the workforce.

In conclusion, technical education is essential for a country’s economic growth and development. Technical education provides students with the skills and expertise needed to succeed in the modern workforce and offers various career opportunities. To ensure that students receive high-quality technical education, governments should invest in technical education programs and work with industry partners to ensure that programs meet the workforce’s needs.

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need for technical education in our country essay

Sana Mursleen is a student studying English Literature at Lahore Garrison University (LGU). With her love for writing and humor, she writes essays for Top Study World. Sana is an avid reader and has a passion for history, politics, and social issues.

Importance of Technical Education (Essay For College Students)

Essay on Importance of Technical Education in Pakistan (Urdu & English) 900 Words Today at studysolutions.pk we are going to share English and Urdu essays on “ Importance of Technical Education ” for college students of intermediate and ADP (BA/BSc). Length of this essay is about 900 words. Lets start reading the English essay first;

Table of Contents

What is Technical Education?

Technical education is a type of education that focuses on the practical application of knowledge and skills in specific fields of study. It can be found in colleges and universities, as well as non-traditional institutions such as technical colleges and vocational institutes.

Importance of Technical Education

Technical education has become increasingly important in the world today. With the growth of technology and the need for workers with specific skills, technical education has become an important part of the education system. Technical education can provide students with the skills they need to work in a variety of fields.

Technical Education is key to success for any nation or country in 21st century. Singapore, Hong Kong, South Korea, Malaysia and Japan have neither minerals nor these countries can produce enough food for their people, still these countries are progressing with great speed. These countries have just trained their human resource by giving emphasis on vocational and technical training. Now these counties are earning billion of dollars foreign exchange by exporting their high-tech products. This revolution took just 50 years to be happened.

Relation of Technology with Technical Education

We are living in the era of technological revolution. Artificial intelligence is going to rule the world. Technological advances have a profound impact on the way students learn. In order to keep up with the ever-changing technology, schools must provide students with the necessary technical education to remain employable in the workforce. Technical education can be divided into two main categories: vocational and technical. Vocational education provides students with the skills and knowledge needed for a specific career. Technical education provides students with the skills and knowledge needed for a specific technical field. We need to promote both.

Difference Between Technical Education and Vocational Education

Technical education is a type of education that prepares students for a specific career or occupation. Vocational education is a type of education that prepares students for a specific trade or profession.

Importance of Technical Education for Pakistan

Technical education in Pakistan is important for the country because it provides the workforce with the required skills for the future. It also helps to improve the economy by providing more jobs.

Pakistan has a long history of technical education. The country’s first technical institute, the Karachi School of Engineering, was established in 1892. The country’s technical education system has been in place since then and has since undergone various reforms.

Pakistan is still much behind in technical education. Our human resource is untrained and raw. Majority of our people are working as laborers in Middle East and Europe. There are rare success stories. We need to train our people so that they may earn more foreign exchange for Pakistan and their families. Pakistan need targeted technical education as per our local needs. We need technical experts in the areas of information technology, textile industry, leather industry, garments industry, biomedical engineering, manufacturing and healthcare.

Importance of Technical Education For Females

There is no doubt that technical education is important for females. Firstly, it provides females with the skills they need to be successful in a variety of fields. Secondly, it provides females with the opportunity to gain knowledge and experience that will help them in their careers. Technical education can help the females in standing on their feet. They can easily earn money on the basis of their skills and qualification.

How to Promote Technical Education?

There is no one-size-fits-all answer to this question, as the best way to promote technical education depends on the specific needs and goals of the community in question.

How to Promote Technical Education in Pakistan?

Just technical education is not enough as we need to go towards industrialization of the country. First we need to create jobs for technically trained persons, then we should prepare the experts of these fields as per our need. Special emphasis should be given on high-tech industry and information technology. Startups should be given interest free loans. Free laptops and tool kits should be provided on the completion of technical education. One window desks should be established for facilitating the industrialists and startups. Technical education should be the part of syllabus right from class one. Technical institutes should be open in all cities and towns of Pakistan. Separate technical institutes should be established for females. Digiskills should introduce more free vocational and IT training online courses. AIOU should also take steps in this direction.

Conclusion In conclusion, Technology is the backbone of the 21st century. It’s what powers the digital world, enables people to connect and share ideas, and allows people to make informed decisions and communicate faster than ever before. It also creates new markets for goods and services, connects people around the world, enables businesses to scale, and even supports people’s well-being. As such, technology is more important than ever before. Therefore, we need to learn how to use it. There are several ways to learn how to use technology, and the most important is to understand the importance of technical education and promote it. Below now you can read Urdu essay on “ Importance of Technical Education “.

Importance of Technical Education (Essay For College Students)

I am a professional content writer and have experience of 10 years. I also launched first ever English monthly magazine of human rights in Pakistan. Majority of content on this website is written by me.

Essay on Importance of Vocational Education

Students are often asked to write an essay on Importance of Vocational Education in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Vocational Education

Introduction.

Vocational education, also known as technical education, is crucial in today’s world. It provides practical skills and knowledge, making individuals job-ready.

Why Vocational Education

Vocational education is essential as it equips students with specific skills for particular jobs. This type of education bridges the gap between education and employment.

Benefits of Vocational Education

Vocational education offers hands-on training, making learning more engaging. It also increases employability, as industries often seek people with practical skills.

In conclusion, vocational education plays a vital role in creating a skilled workforce. It’s a valuable alternative to traditional academic paths.

250 Words Essay on Importance of Vocational Education

The necessity of vocational education.

In the face of technological advancements, the labor market is shifting towards skill-based jobs. Vocational education bridges the gap between academic theory and practical application, fostering a workforce that is adept at handling real-world challenges.

Economic Impact

Vocational education has a profound impact on the economy. It reduces unemployment rates by providing skill-based training, which in turn boosts productivity and economic growth. Moreover, it fosters entrepreneurship, stimulating the creation of new businesses and job opportunities.

Social Impact

Vocational education also has significant social implications. It promotes social inclusion by providing equal opportunities for all, regardless of their academic backgrounds. Furthermore, it empowers individuals, fostering self-reliance and financial independence.

In conclusion, vocational education is an essential component of any education system. It equips individuals with practical skills, thereby enabling them to thrive in the modern job market. Its economic and social impacts underscore its importance and necessity in today’s world.

500 Words Essay on Importance of Vocational Education

Vocational education, also known as technical education, has gained significant attention in today’s rapidly evolving job market. It is an education that directly prepares individuals for a specific trade, craft, or career, offering a practical alternative to traditional academic paths. This essay will delve into the importance of vocational education, highlighting its benefits and its potential impact on the future workforce.

The Need for Vocational Education

Vocational education offers several advantages over conventional academic routes. Firstly, it provides a faster pathway to employment. Through hands-on training and internships, students can gain real-world experience, making them job-ready upon graduation. This practical approach not only makes learning more engaging but also increases the likelihood of employment.

Secondly, vocational education promotes entrepreneurship. By teaching specific trades, it empowers individuals to start their own businesses, fostering innovation and economic growth. It cultivates a culture of self-reliance and creativity, which is crucial in today’s competitive business landscape.

Vocational Education and the Future Workforce

Moreover, vocational education can help address social issues such as unemployment and income inequality. By providing affordable, accessible education, it opens up opportunities for people from diverse backgrounds, promoting social mobility and economic equality.

In conclusion, vocational education is a critical component of a balanced education system. It offers a practical alternative to traditional academic paths, providing students with the skills they need to succeed in today’s dynamic job market. By fostering entrepreneurship and preparing students for the future workforce, vocational education plays a key role in driving economic growth and social progress. Its importance cannot be overstated, and it deserves more recognition and support from policymakers, educators, and society at large.

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technical education

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technical education , the academic and vocational preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education . Technical education has as its objectives the preparation of graduates for occupations that are classed above the skilled crafts but below the scientific or engineering professions. People so employed are frequently called technicians. Technical education is distinct from professional education , which places major emphasis upon the theories, understanding, and principles of a wide body of subject matter designed to equip the graduate to practice authoritatively in such fields as science, engineering, law, or medicine. Technical occupations are vital in a wide range of fields, including agriculture, business administration, computers and data processing , education, environmental and resource management, graphic arts and industrial design , and health and medicine; technical educational curricula are correspondingly specialized over a broad range. Technical education is typically offered in post-high-school curricula that are two years in length, are not designed to lead to a bachelor’s degree , and are offered in a wide variety of institutions, such as technical institutes, junior colleges, vocational schools, and regular colleges and universities.

(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)

Essay on Vocational Education for Students and Children

500 words essay on vocational education.

It refers to a skill-based program that enables students to obtain knowledge, training, and practical skills of a specific trade. It is often referred to as technical or career education as it helps students develop skills in a particular discipline. In addition, they focus more on application-based training rather than theoretical knowledge.

Besides, diverse job functions from various sectors such as food and beverages, computer network cosmetology, banking and finance, tourism, skilled trades, and healthcare, etc. include vocational training.

Source: NIOS

Benefits of Vocational Training

The vocational training has many benefits not only for an individual but also for the nation. Furthermore, some benefits of vocational training are:

Job-ready – This training makes a person job-ready and students can directly get a job after completing their studies. In addition, it provides students the required set of skills and training for various jobs such as fashion designers, computer networking, interior designing and many more. Also, it makes the person skilled and ready for the job of their respective fields.

Low Education Cost – The fees of these courses are quite economic and anyone can easily afford to pay for them. Moreover, they are an easy alternative for those students who do not want to opt for a 3-year degree course. Many of these vocational courses are as good as degree courses and offer employment quickly. Besides, they are best for those students who cannot afford the cost of the degree course.

Career advancement – They are also the best alternative for those people who have a job and want to acquire new skills. Also, the duration of these courses is quite less compared to the degree courses but the set of skills taught is quite useful and important.

Besides, it is quite effective for a professional to improve the prospect of their career. In addition, dropouts and students who are less interested in academic studies can choose from a range of diverse courses in their field of interest.

Economic Development – The demand for skilled professionals in the various sector is growing day by day in the world. In addition, the existence of skilled manpower is beneficial to society as well as the economy of developing nations. With this, the need for importing manpower from other nation is also reduced.

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Growing Need for Vocational Education

The development of nations requires skilled manpower and vocational education prepares them for the job. Also, the demand for skilled labor has increased manifold in both the business and government sectors. Furthermore, over the year the vocational education has diversified immensely.

Moreover, vocational courses come as a surprise package as students get the opportunity to enhance and get trained to improve their natural talents and skills. Besides, they become highly successful in their field and fetch good packages.

In conclusion, the students who complete these courses are better at a job than those who only receive an academic education. Also, it is an asset of the country that helps the economy to develop and grow. In addition, there is a high demand for these skilled people in both the government and the business sector. Above all, it benefits students, society, nation, and employers.

FAQs about Essay on Vocational Education

Q.1 How vocational education is different from traditional education? A.1 In traditional education the main emphasis is on teaching and learning of theoretical materials. But vocational education emphasizes on learning and teaching of practical knowledge. Also, vocational education makes the person job-ready.

Q.2 Who is the father of vocational education? A.2 Charles Allen Prosser is known as the father of vocational education. His aim was to improve the education system of the country which later reforms the world.

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Best Essay on Technical Education with Quotations | Kips Notes

Essay on technical education with quotations for 2nd year, fa, fsc, ba and bsc.

In this post, you will find an essay on technical education with Quotations for 2nd year and students of different classes. Students can write the same content if the question is asked about Technical Education Essay with Quotations, Essay on Technical Education with Quotes, Essay on Importance of Technical Education with Quotations.

Technical Education Essay with quotes for Class 10, Class 12 and Graduation

“science is a key which unlocks for mankind a store of nature.”.

In the present day of keen competition and hard struggle, general education is found to be sadly insufficient to procure for the man his livelihood. The number of men with general education is legion and all the various departments where these men can be provided are literally packed. The unemployment problem is growing keener and keener every day and unrest and discontent are daily gaining ground.

Technical education means teaching students and others some practical or mechanical art. It includes training in trade, commerce, carpentry, weaving, agriculture, medicines and engineering. It helps to meet the needs of today’s world of machines. Those who get such education become technical experts or technicians.

Technical education plays a very pivotal role in the modern age. It produces engineers, builders, doctors and technicians. It promotes the material and economic advancement. People begin to have faith in the dignity of labour. We can save a lot of foreign exchange if we have our own technical experts.

“Man lover to wonder and that is the seed of science.”

Technical education is lacking in Pakistan. Our schools and colleges produce men who are fit only to be clerks. Our youth hankers after office jobs. They dislike to work in factories and hate to learn practical skills. This is why unemployment is on the rise in the country. Poverty in Pakistan is due to the neglect of technical education. Our country is rich in raw material resources, but we cannot enjoy the advantages only because we are not equipped with any technical knowledge.

“Science is nothing but trained and organized common sense.”

The abundance of production is required to suffice the needs of growing population. Fertilizers, insecticides, pesticides and mechanized farming are quite common and widespread. Sufficiency is the need of the hour, but all these tactics have ruined purity and worth of natural things. Lands are cultivated and they fall to produce the required quantity because of incessant cultivation. The use of these substances for a long time has proved damaging.

Factories which produce hundreds of articles of daily use are letting out poisonous fumes which contaminate earth’s atmosphere and water. This contaminated water is supplied to crops land hence, proves damaging to health. Health is wealth which we are losing.

Excavation for various purposes has taken our minerals from the earth. This earth is losing its strength and it is being polluted by man for construction of houses, markets and offices. We are spoiling nature and pilling pollution in various forms.

“The health effects of air pollution imperil human lives. This fact is well-documented.”

You may also like Essay on Patriotism for 2nd Year .

2nd Essay on Technical Education and Its Importance & Value in Human Life

Technical education is a branch of the vocational education. It plays an important role in the progress of a man, a society, a nation and a country.

Technical education aims at providing us knowledge and training in various skills, which have a practical utility for us. It helps us in earning our livelihood.

Technical education plays very important role in the life of the modern man. America, Britain, France, Germany, Japan and China are rich, prosperous and advanced countries only because of their progress in technical education.

Technical education produces engineers, doctors, architects mechanics and experts in various skills. They are very useful in an industrial society. It produces skilled workers who work for the prosperity of a society.

Through technical education, we can increase the material resources of our country. It promotes material prosperity. It develops our economy. It has a great educational value. With its help, people have begun to have faith in the dignity of labour. We can earn a lot of foreign exchange if we have our own technical experts.

Technical education plays an important role in making a country rich, prosperous, resourceful and strong. But too much technical education converts a man into a machine. A man’s specialized knowledge makes him unfit for other jobs. In order to make technical education useful, we should also get spiritual or moral education. No education can be called complete in the absence of spiritual or moral education.

Poverty in Pakistan is due to the lack of technical education. Our country is rich in raw material resources, but we cannot derive their benefits because we lack in technical education. We should, therefore establish more and more Technical Institutions throughout the country . We should also popularize the idea of the dignity of labour among our educated young men, using the services of Radio, Television, Newspapers and Film Industry.

To conclude , all the progress of a country depends upon its progress in the field of technical education. Technical education plays an important role in the economic and industrial development of a country. To make our country and countrymen rich, prosperous and strong, we must have to establish more and more Technical Institutions in country , for imparting technical education and training and to our educated youth in various skills.

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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.

Podcast: How education technology can improve learning for all students

To make ed tech work, set clear goals, review the evidence, and pilot before you scale

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

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Paragraph on Technical Education for All Classes

Technical education is a really realistic and important education system all across the world. Here are a few short and simple paragraphs on ‘technical education’. I am sure you will love these paragraphs.

In This Blog We Will Discuss

Technical Education: Short Paragraph (100 Words) for Class 2, 3, 4

Technical education is a very important educational term for the current world. If someone gets educated with technical education, they learn so many things theoretically and practically, which leads them to get a better job or start a business. The world is based on science and technology.

If people don’t focus on technical education, it won’t be possible to keep moving with modern science. If we need to fulfill the need of the modern era, we need to focus on education that teaches us something practically. The countries that are doing extremely well in technology, they are focusing on their education system. They are making so many new experts.

Technical Education: Paragraph (150 Words) for Class 5, 6, 7

Technical education can change someone’s life forever. There are two types of education, humane and technical. Technical education refers to engineering, medical, industrial, and agricultural. This education system is totally practical and realistic.

Here when students learn something theoretically, they make it practical too. That makes them skilled and ready to take their life at the next level. Most of the progressed country in the world has focused on their technical education. Our country is still not that strong in the technical field.

We need more and more skilled peoples in this field. This education system can turn the population into manpower. When a country produces a huge amount of goods, it can grow its economy. Only technically educated people can participate in this journey.

Creating more and more industries and produce more and more goods. That could be a way to earn remittance. Overall, technical education is the core of a nation that helps to grow and enlarge the economy.

Technical Education: Paragraph (200 Words) for Class 8, 9, 10

Technical education creates more and more employment opportunities. If someone gets educated in this field, he can work with a company or individual without having a jobless problem. There is a huge opportunity. Technical education refers to engineering, medical study, agricultural study, and industrial studies.

After completing an engineering or medical course, there is none who is jobless. If anyone can complete his technical study properly, he will get a good job. There are lots of enthusiastic people, who love entrepreneurship and want to do something their own.

They want to make their own business and make money. If a skilled person wants to do that, it becomes easy for them. As an example, if you complete BSC in Computer engineering and now want to start a software development business that could be amazing for you.

But you need to have the proper knowledge and practical experience of developing real software for other customers. And if you can do so, your business will grow rapidly. That’s the power of technical education. This education doesn’t let anyone stay jobless.

There are thousands of opportunities for you to do something. Overall, our country needs more skilled people and that will increase manpower. It’s really important for a progressive country.

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Transforming lives through education

Transforming education to change our world

UNESCO provides global and regional leadership on all aspects of education from pre-school to higher education and throughout life. It works through its Member States and brings together governments, the private sector and civil society to strengthen education systems worldwide in order to deliver quality education for all. As a thought leader it publishes landmark reports and data for policy-makers, implements programmes on the ground from teacher training to emergency responses and establishes and monitors norms and standards for all to guide educational developments.

Right to education in a ruined world

Southern Italy, 1950. Three children are huddled around a makeshift desk made out of reclaimed wood, scribbling in their notebooks. The classroom has an earthen floor and roughly clad walls. The children’s clothes are ragged. They are wearing home-made slippers because shoes and the money to buy them are rare commodities in the war-ravaged south.

Although World War II ended five years earlier, the scars of conflict are still visible in this black and white photo from a report commissioned by UNESCO from legendary photojournalist David Seymour.

At the time when the photograph was taken, less than half of Italy’s population could read and write and just a third completed primary school. 70 years later, these children’s grandchildren enjoy an over 99% literacy rate. In the wake of the war, UNESCO led a major education campaign in Europe to respond to the education crisis, to rebuild links between people and to strengthen democracy and cultural identities after years of conflict. The emphasis then was on the fundamental learning skill of literacy.

Immediately after World War two UNESCO led a major education campaign in Europe to respond to the education crisis, fix and rebuild links between people and strengthen cultural identities after years of conflict. David Seymour’s images show the extent of the fight against illiteracy led by the post-war Italian government and non-governmental organisations backed by UNESCO.

Looking back at the deprived surroundings Seymour captured in his photo essay, one can see the extent of success. Seventy-one years later, those children’s grandchildren enjoy a 99.16 per cent literacy rate.

Similar programmes were held across the globe, for instance in devastated Korea where UNESCO led a major education textbook production programme in the 1950s. Several decades after, the former Secretary-General of the United Nations and Korean citizen Ban Ki-Moon expressed the importance of such a programme for the country's development:

The flowering of literacy

In a Korea devastated by war and where UNESCO led a major education textbook production programme in the 1950s, one student, Ban Ki-Moon, now Former Secretary-General of the United Nations, saw the world open up to him through the pages of a UNESCO textbook. Several decades after, he expressed the importance of such a programme for his country's development on the world stage.

Reaching the remote villages perched atop the Andes in Peru during the early 1960s wasn’t without its challenges for UNESCO’s technical assistance programme to bring literacy to disadvantaged communities. While Peru’s economy was experiencing a prolonged period of expansion, not all Peruvians were able to benefit from this growth which was limited to the industrialised coast. Instead, Andes communities were grappling with poverty, illiteracy and depopulation.

Today, the number of non-literate youths and adults around the world has decreased dramatically, while the global literacy rate for young people aged 15-24 years has reached 92 %. These astonishing successes reflect improved access to schooling for younger generations.

Photojournalist Paul Almasy has left us the poignant image of a barefoot older man while he’s deciphering a newspaper thanks to his newfound literacy skills.

The classroom at the UNESCO mission in Chinchera, in the Andean highlands of Peru, had allowed the old man to discover the world beyond his tiny village.

However, there are still huge obstacles to overcome. Data from the UNESCO Institute for Statistics shows that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. Since the adoption of the Sustainable Development Goals in 2015 it is still the case that globally more than 450 million children - six out of 10 - have failed to gain basic literacy skills by the age of 10. And beyond literacy programmes, massive investments in skills for work and life, teacher training, and education policies are needed in a world that is changing ever faster.

Global priorities

Africa, home to the world’s youngest population, is not on track to achieve the targets of SDG 4. Sub-Saharan Africa alone is expected to account for 25% of the school-age population by 2030, up from 12% in 1990, yet it remains the region with the highest out-of-school rates. Girls are more likely to be permanently excluded from education than boys. The COVID-19 pandemic exacerbated inequalities, with 89% of learners not having access to computers and 82% lacking internet access to benefit from distance learning. The lack of trained teachers further jeopardizes progress towards SDG4: pre-pandemic only 64% of whom were trained at the primary level and 58% at the lower secondary level.

As part of its Priority Africa Flagship 2022 – 2029 , UNESCO has launched Campus Africa: Reinforcing Higher Education in Africa with the objective to build integrated, inclusive, and quality tertiary education systems and institutions, for the development of inclusive and equitable societies on the continent.

Gender

There are immense gender gaps when it comes to access, learning achievement and education, most often at the expense of girls and women. It is estimated that some 127 million girls are out of school around the world. For many girls and women around the world, the classroom remains an elusive, often forbidden space. UNESCO monitors the educational rights of girls and women around the world and shares information on the legal progress toward securing the right to education for women in all countries. Despite important progress in recent decades, the right to education is still far from being a reality for many girls and women. Discriminatory practices stand in the way of girls and women fully exercising their right to participate in, complete, and benefit from education. And while girls have difficulty with access, boys face increasing challenges, and particularly disengagement , from education at later stages. Globally only 88 men are enrolled in tertiary education for every 100 women. In 73 countries, fewer boys than girls are enrolled in upper-secondary education.

UNESCO's Her Atlas analyzes the legal frameworks of nearly 200 states to track which laws are enabling---or inhibiting---the right to education for girls and women. This interactive world map uses a color-coded scoring system to monitor 12 indicators of legal progress towards gender equality in the right to education.

Monitoring the right to education for girls and women

What makes me proud is that soon I will finish building a new house. I have already been able to buy a cow and I will soon be able to have another pond

Madagascar’s coastal Atsinanana region is known for its lush rainforests and fish breeding.

The country has a young population, but only one out of three children can complete primary education. Among those who are able to finish primary school, only 17% have minimum reading skills, while just a fifth of them have basic maths competencies. Once they leave school, children face a precarious labour market and unstable jobs, just like their parents.

Natacha Obienne is only 21 years old, but she is already in charge of a small fish farm, a career that is usually pursued by men. As one of the many out-of-school women in her area, she was able to set up her own business after vocational training taught her the basics of financial management and entrepreneurship, as well as the practicalities of breeding fish.

She understood that fish feeding depends on the temperature of the water. If it’s well managed, a higher number of fish is produced. ‘I immediately applied everything I learnt’ she says.

The classroom she attended changed the course of her life and she hopes other young people will follow in her footsteps.

I no longer depend on my parents and I am financially independent

She’s not alone. Around 3,000 youths in Madagascar have been trained since the start of the UNESCO-backed programme, some of whom have set up their own business and achieved financial independence. Education was the best way to ease people's emancipation.

Like Emma Claudia, 25, who after her vocational training started a restaurant with just a baking tray and a saucepan.

What does my family think? They are surprised and amazed by my evolution because I haven’t been able to complete my studies. I don’t have any school diplomas.

While Natacha and Emma Claudia have been able to transform their world through education, millions of children out of school around the world are still denied that dream.

Discrimination against girls remains widespread and nearly one billion adults, mostly women, are illiterate. The lack of qualified teachers and learning materials continues to be the reality in too many schools.

Challenging these obstacles is getting harder as the world grapples with the acceleration of climate change, the emergence of digitization and artificial intelligence, and the increasing exclusion and uncertainty brought by the Covid-19 pandemic.

We resumed school a while ago and it’s been stressful. We are trying to retrieve what we lost during quarantine, the worst thing about not being in school is the number of things you miss. Learning behind a screen and learning in person are incomparable.

Aicha is lucky to be able to continue her education. Her country has the highest rate of out-of-school children in the world – 10.5 million – and nearly two-thirds are women. To compound the problem, Nigeria’s northern states suffer from the violence that targets education.

In Russia, too, Alexander and his school friends had to cope with virtual learning and the lack of interactions.

All Russian students were moved to online studying. Needless to say, it was a rough year for all of us, several friends were struggling with depressive moods. They were missing their friends and teachers. So did I.

To protect their right to education during this unprecedented disruption and beyond, UNESCO has launched the Global Education Coalition , a platform for collaboration and exchange that brings together more than 175 countries from the UN family, civil society, academia and the private sector to ensure that learning never stops.

Building skills where they are most needed

Crouched over a pedal-powered sewing machine, Harikala Buda looks younger than her 30 years. Her slim fingers fold a cut of turquoise brocade before deftly pushing it under the needle mechanism.

Harikala lives in rural Nepal, where many villagers, particularly women, don’t have access to basic education. Women like Harikala rely on local community UNESCO-supported learning centres to receive literacy and tailoring skills. In a country where 32% of people over 15 are illiterate, particularly women and those living in rural areas, education is the only route to becoming self-reliant.

I have saved a small amount. My husband’s income goes towards running the house, mine is saved. We must save today to secure our children’s future

Having access to a classroom is the first step to creating a better world for the student, the student’s children and the student’s community. This is a lesson that matters a lot to

Kalasha Khadka Khatri, a 30-year-old Nepali mother. She grew up in a family of 21, with no option to go to school. Two of her children didn’t survive infancy because she was unable to pay for medical treatment. After acquiring sewing skills at her local community learning centre, Kalasha can now provide for her family.

Harikala and Kalasha were able to learn their skills through the support of the UNESCO’s Capacity Development for Education Programme (CapED), an initiative that operates in some 26 least-developed and fragile countries.

Reimagining the future of education

As the world slowly recovers after the COVID-19 crisis, 244 million children and youth worldwide are still out of school. And a 2022 survey by UNESCO, UNICEF, World Bank and OECD finds that one quarter of countries have yet to collect information on children who have and have not returned to school since the pandemic started.

Rebuilding how and where we learn requires policy advice, stronger education legislation, funds mobilisation, advocacy, targeted programme implementation based on sound analysis, statistics and global information sharing. Quality education also calls for the teaching of skills far beyond literacy and maths, including critical thinking against fake news in the digital era, living in harmony with nature and the ethics of artificial intelligence, to name a few of the critical skills needed in the 21st century.

UNESCO captured the debate around the futures of education in its landmark report from 2022 entitled Reimagining our futures together: A new social contract for education.

The Transformative Education Summit , that took place during the United Nations General Assembly in September 2022, as well as the Pre-Summit hosted by UNESCO to forge new approaches to education after the COVID-19 crisis, address the toughest bottlenecks to achieving SDG 4 and inspire young people to lead a global movement for education. World leaders committed to put education at the top of the political agenda. UNESCO has been mobilizing and consulting all stakeholders and partners to galvanize the transformation of every aspect of learning. UNESCO launched a number of key initiatives such as expanding public digital learning, making education responsive to the climate and environmental emergency, and improving access for crisis-affected children and youth.

The two children sitting at their makeshift desk in Italy in 1950 could not have imagined what a modern learning space might look like or how a modern curriculum or the tools and teacher training to deliver it might have been thought out and shaped to offer them the most from education. They could not have imagined the global drive to ensure that everyone was given a chance to learn throughout life. The only thing that has not changed since the photo was taken is the fact that education remains a fundamental and universal human right that can change the course of a life. To the millions still living in conditions of poverty, exclusion displacement and violence it opens a door to a better future.

Explore all the work and expertise of UNESCO in education

Essay on Importance of Technical Education in India

Importance of Technical Education in India

India is witnessing the age of science and technology. There is huge demand for technical education in modern age. The pattern of life evolving in this age is very much different from the one we would find in our society even some fifty years back. Technical Education imparts knowledge of specific trade, craft or profession.

General education has been substituted by professional technical education in many cases. Technical education offers good opportunity for employment and successful career.

Technical Education can meet the expanding demands of expanding society and to meet its multiplying demands. The industries, mechanized systems and scientific research centers all over the world prove beyond doubt that our tie with the past is snapped and instead of bare hands we must use machines and technological devices for all-round development and regeneration of human society.

In our everyday life and in every sphere of our life the influence of science and technology is becoming so pervasive that man’s existence in this world is simply inconceivable in their absence today. This is why, to train our people in response to the need of the time, our education must be reorganized to give it the necessary practical and technical bias. Such education alone can produce the specialized armies for making and operating the modern machines.

In free India, the education was thoroughly reorganized again stressing the importance of science and technology to bring about a total regeneration. Quite a number of regional engineering colleges, institutes of technology, and centers for researches on science came into existence all over the country.

This role of education institutions found it necessary to redefine the end of education, which was to be in the main stream of economic development and to ensure a place for India in the community of prosperous nations. It was not just an end, it was the dream of modern India, and technical education was given the due importance with a view to realizing that dream.

Besides this, in this age of unemployment, only technical education can assure one of a job and a comfortable living. Those who are still in the conventional institutions, passing examination that have little relevance in the modern systems, find no opportunities of employment. And, quite naturally, they are victims of frustration and find themselves alienated from the mainstream of modern world. With their stereo-typed general education without any specialization and professional skill they acquire nothing to contribute to the progress and prosperity of the human society. They are quite aware of this and this awareness leaves them demoralized.

It is heartening to find even our schools introducing new syllabus making science and vocational courses compulsory. Right from the beginning our students’ to-day are shown the way in which they can explore avenues of their choice and participate in the march towards human progress.

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English Essay on Technical Education with Headings and Outlines

“Education is not preparation for life; education is life itself." - John Dewey

“Reading maketh a full man; writing an exact man and conference a ready man.”

“The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done." - Jean Piaget

“Education is simply the soul of a society as it passes from one generation to another."

“One of the unfortunate things about our education system is that we do not teach students how to avail themselves of their subconscious capabilities."

“Tech geology is a gift of God. After the gift of life, it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of Sciences.'

“Vocational education programs have made a real difference in the lives of countless young people nationwide; they build self-confidence and leadership skills by allowing students to utilize their unique gifts and talents.”

"Education is an ornament in prosperity and a refuge in adversity."

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5 ways tech education helps the advancement of women in developing economies.

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Bree Carriglio, Director of Development, Fund For Armenian Relief .

Technology education is a pivotal tool for economic development and social empowerment in developing economies. For women, acquiring technology skills can be transformative, offering pathways out of poverty and toward financial independence. In Armenia—a country affected by war and natural disasters and a population we serve at our organization, Fund for Armenian Relief (FAR)—technology education offers unique benefits for women, families and communities, making it one of the most effective drivers of economic recovery and social equity.

5 Ways Tech Ed Helps The Advancement Of Women

Financial independence.

Technology education empowers women by providing them with the skills needed to earn their own income, reducing dependency and enhancing decision-making power. Financially independent women can make better-informed choices about their lives and contribute more effectively to their communities. Financial independence also leads to better health outcomes and improved quality of life for women and their families.

Economic Contributions To Households

When women are trained and employed in technology, they can significantly contribute to their households' financial stability, improving the standard of living and providing better education and healthcare for their children. This positive impact extends to the community and the economy at large.

Netflix’s Best New Movie Arrives With A Perfect 100% Critic Score

Trump reposts ai-generated images claiming taylor swift fans support him, microsoft issues mandatory 2fa login deadline alert, job-ready skills through vocational technology training.

Teaching basic technology skills allows women to gain practical, job-ready skills incrementally. This approach, similar to traditional vocational training, is accessible and manageable. Women can start with basic computer literacy and advance to more complex fields such as coding, data analysis and cybersecurity.

Only 35% of STEM students are women, and in tech-related fields, women represent less than 30% of graduates. Bridging this gap is essential for empowering women and ensuring they are not left behind in the digital economy.

Flexibility

Technology education offers significant flexibility. Advances in mobile and satellite technology enable online training, making it accessible to women in remote and underserved areas. This flexibility allows women to balance education with other responsibilities, such as caregiving, which often falls disproportionately on them.

One of our recent graduates found herself unable to leave her home due to her family obligations. She was provided a laptop and remote classes so she could learn on her own timeline, which permitted her to take care of her children and other commitments.

Sustainable Employment

The global demand for tech professionals is growing, and women with these skills can secure stable jobs, contributing to their personal economic stability and the broader economy.

Women with higher education and technical skills are more likely to participate in the workforce, reduce the wage gap and contribute to economic growth. In Armenia, technology education can provide displaced women with new opportunities to rebuild their lives and support their families with stable and consistent employment.

While establishing a technology education program for women has obvious benefits, there are also challenges. Solid infrastructure, regional and societal norms, and developing synergy with local government and private sector partners are key factors to help ensure a successful and sustainable program regardless of where you may be.

Before beginning this (or any) project, we recommend conducting a thorough needs assessment to understand your target community's specific challenges and opportunities. For us, this step involves our team on the ground engaging with local women to identify their interests, current skill levels and the numerous barriers they face in accessing education and employment.

By tailoring programs to the unique needs of your specific community, you'll be able to design relevant and accessible curricula, ensuring that participants are motivated and able to succeed.

Building A Successful Program

As with most nonprofit projects, collaboration with local stakeholders is not just critical but the backbone of the success of these programs. Nonprofits should actively seek to partner with local businesses, educational institutions and government agencies.

Another benefit of creating a broad network of support is helping build post-graduation pathways to employment and entrepreneurship. Involving local stakeholders fosters community ownership and sustainability of the program, while outside partners can begin to develop a reliable talent pipeline.

Finally, nonprofits should place a strong emphasis on creating a supportive and inclusive learning environment. This means understanding and addressing local and regional norms and creating flexible learning options, such as online courses or part-time schedules, to accommodate women's responsibilities and time constraints. Offering mentorship and peer support groups can also enhance the learning experience by providing encouragement and guidance.

Harnessing Technology For Social Equity

Financial independence is crucial to achieving gender equality and overcoming poverty in Armenia and worldwide. By focusing on the democratizing power of technology, we can help integrate women and girls into the modern global economy. Harnessing technology to mitigate poverty builds sustainable and resilient futures for women, their families and their communities.

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Britain’s Violent Riots: What We Know

Officials had braced for more unrest on Wednesday, but the night’s anti-immigration protests were smaller, with counterprotesters dominating the streets instead.

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A handful of protesters, two in masks, face a group of riot police officers with shields. In the background are a crowd, a fire and smoke in the air.

By Lynsey Chutel

After days of violent rioting set off by disinformation around a deadly stabbing rampage, the authorities in Britain had been bracing for more unrest on Wednesday. But by nightfall, large-scale anti-immigration demonstrations had not materialized, and only a few arrests had been made nationwide.

Instead, streets in cities across the country were filled with thousands of antiracism protesters, including in Liverpool, where by late evening, the counterdemonstration had taken on an almost celebratory tone.

Over the weekend, the anti-immigration protests, organized by far-right groups, had devolved into violence in more than a dozen towns and cities. And with messages on social media calling for wider protests and counterprotests on Wednesday, the British authorities were on high alert.

With tensions running high, Prime Minister Keir Starmer’s cabinet held emergency meetings to discuss what has become the first crisis of his recently elected government. Some 6,000 specialist public-order police officers were mobilized nationwide to respond to any disorder, and the authorities in several cities and towns stepped up patrols.

Wednesday was not trouble-free, however.

In Bristol, the police said there was one arrest after a brick was thrown at a police vehicle and a bottle was thrown. In the southern city of Portsmouth, police officers dispersed a small group of anti-immigration protesters who had blocked a roadway. And in Belfast, Northern Ireland, where there have been at least four nights of unrest, disorder continued, and the police service said it would bring in additional officers.

But overall, many expressed relief that the fears of wide-scale violence had not been realized.

Here’s what we know about the turmoil in Britain.

Where arrests have been reported

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COMMENTS

Essay On The Importance Of Technical Education (200 & 500 Words)
Moreover, technical education can lead to innovation and advancements in various fields, which can significantly impact society. Therefore, we must continue to invest in technical education to ensure that our workforce is prepared for future challenges. Related Essays: Essay On Internet Addiction; Essay On Winter Season In Urdu
Importance Of Technical Education Essay Example
Importance of Technical Education. Technical Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Technical Education covers courses and programmes in engineering, technology, management, architecture, town planning, pharmacy ...
Essay on Technical Education
500 Words Essay on Technical Education Introduction. Technical education is a branch of vocational education that focuses on practical applications of various concepts. It is a systematic, organized and institutionalized segment of education that equips individuals with practical and professional skills in various sectors of a country's economy.
Importance of technical education essay in English
Technical education is important and relevant to the present age. It is for this reason that the whole world of today is based on the use of science and technology. Therefore, in order to make the world function properly, the imparting of technical education is needed. Moreover, it is also important in multiple other ways.
Essay On Technical Education (200 & 500 Words)
Essay On Technical Education 200 words. Technical education is a crucial aspect of modern education, which focuses on equipping students with the practical skills and knowledge needed to thrive in today's highly competitive job market. Technical education encompasses various fields, including engineering, computer science, mechanics ...
Importance of Technical Education (Essay For College Students)
Technical education in Pakistan is important for the country because it provides the workforce with the required skills for the future. It also helps to improve the economy by providing more jobs. Pakistan has a long history of technical education. The country's first technical institute, the Karachi School of Engineering, was established in ...
Career and Technical Education as a Conduit for Skilled Technical
The term "career and technical education" means organized educational activities that (A) offer a sequence of courses that— (i) provides individuals with rigorous academic content and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions, which may include high-skill, high-wage, or in-demand industry sectors or ...
Essay on Importance of Vocational Education for Students
250 Words Essay on Importance of Vocational Education Introduction. Vocational education, also known as technical education, plays a crucial role in the global economy. It equips individuals with practical skills and knowledge, enabling them to meet the demands of the rapidly evolving job market. The Necessity of Vocational Education
Importance of Technical Education
879 Words. 4 Pages. Open Document. Technical Education plays a vital role in human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Technical Education covers courses and programmes in engineering, technology, management, architecture, town planning, pharmacy ...
Essay On Importance Of Technical Education
The technical education helps to reduce unemployment through skill manpower and hence, helps in economic development of nation. The progress and economic development of any country is depends up on the industrialisation. The technical education produces a persons which has necessary skills to run and establish the industries.
technical education
technical education, the academic and vocational preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education.
Essay on Vocational Education for Students and Children
But vocational education emphasizes on learning and teaching of practical knowledge. Also, vocational education makes the person job-ready. Q.2 Who is the father of vocational education? A.2 Charles Allen Prosser is known as the father of vocational education. His aim was to improve the education system of the country which later reforms the world.
Technical Education and General Education (Paragraph / Composition
Paragraph Writing Technical Education and General EducationEducation is vital for a country's progress. It helps people understand things better. There are two main types of education: general and technical. Both are important for a nation's growth. General education gives people a broad understanding of many subjects. However, it doesn't always prepare them for specific jobs.
Why technology in education must be on our terms
The adoption of technology must be guided by a learner-centric, rights-based framework, ensuring appropriateness, equity, evidence-based decisions, and sustainability. The report presents a four-point compass for policy-makers: Look down: Evaluate the context and learning objectives to ensure technology choices strengthen education systems.
English Essay on "Technical Education"
Welcome to Simply Exams!In this video, you can find a English essay on the topic of "Technical Education". We have also provided a clear outline and included...
Best Essay on Technical Education with Quotations
2nd Essay on Technical Education and Its Importance & Value in Human Life. Technical education is a branch of the vocational education. It plays an important role in the progress of a man, a society, a nation and a country. Technical education aims at providing us knowledge and training in various skills, which have a practical utility for us.
Realizing the promise: How can education technology improve learning
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 ...
Vocational and Technical Education: The Integral Role in the
V ocational and T echnical Education: The Integral Role in the. Development of Nepal. Dr. Megh R. Dangal 1. Dustin Alarid 2. Abstract. This paper examines the role and potential effects of ...
Why Do We Need Technology in Education?
Using the Universal Design for Learning (UDL) (CAST, Inc., 2012) principles as a guide, technology can increase access to, and representation of, content, provide students with a variety of ways to communicate and express their knowledge, and motivate student learning through interest and engagement.
Paragraph on Technical Education for All Classes
Here are a few short and simple paragraphs on 'technical education'. I am sure you will love these paragraphs. Technical Education: Short Paragraph (100 Words) for Class 2, 3, 4. Technical Education: Paragraph (150 Words) for Class 5, 6, 7. Technical Education: Paragraph (200 Words) for Class 8, 9, 10. Related Essays and Paragraphs.
Transforming lives through education
Transforming education to change our world. UNESCO provides global and regional leadership on all aspects of education from pre-school to higher education and throughout life. It works through its Member States and brings together governments, the private sector and civil society to strengthen education systems worldwide in order to deliver ...
Essay on Importance of Technical Education in India
Technical education offers good opportunity for employment and successful career. Technical Education can meet the expanding demands of expanding society and to meet its multiplying demands. The industries, mechanized systems and scientific research centers all over the world prove beyond doubt that our tie with the past is snapped and instead ...
English Essay on Technical Education with Headings and Outlines
Thus, technical education makes a Country rich, prosperous and resourceful. "Tech geology is a gift of God. After the gift of life, it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of Sciences.'Read this: The Problems of Working Women Essay in English Our Country is facing an acute problem of unemployment.
5 Ways Tech Education Helps Advance Women In Developing Economies
In Armenia—a country affected by war and natural disasters and a population we serve at our organization, Fund for Armenian Relief (FAR)—technology education offers unique benefits for women ...
Riots Break Out Across UK: What to Know
Officials had braced for more unrest on Wednesday, but the night's anti-immigration protests were smaller, with counterprotesters dominating the streets instead.

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Best Essay on Technical Education with Quotations | Kips Notes

Technical Education Essay with quotes for Class 10, Class 12 and Graduation

“Man lover to wonder and that is the seed of science.”

“Science is nothing but trained and organized common sense.”

“The health effects of air pollution imperil human lives. This fact is well-documented.”

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REALIZING THE PROMISE:

Introduction

RELATED CONTENT

Podcast: How education technology can improve learning for all students

To make ed tech work, set clear goals, review the evidence, and pilot before you scale

Figure 1: The instructional core

The diagnosis:

The evidence:

Figure 2: Comparative advantages of technology

Scaling up standardized instruction

Prerecorded lessons

Distance education

Preloaded hardware

Facilitating differentiated instruction

Computer-adaptive learning

Live one-on-one tutoring

Expanding opportunities for practice

Practice exercises

Increasing learner engagement

Video tutorials

Games and gamification

The prognosis:

Beyond reopening: A leapfrog moment to transform education?

About the Authors

Vocational and Technical Education: The Integral Role in the Development of Nepal

Paragraph on Technical Education for All Classes

Technical Education: Short Paragraph (100 Words) for Class 2, 3, 4

Technical Education: Paragraph (150 Words) for Class 5, 6, 7

Technical Education: Paragraph (200 Words) for Class 8, 9, 10

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Transforming lives through education

Transforming education to change our world