Education and its Influence on Different Socio-economic Spheres - Essay Example

? Education and its Influence on Different Socio-economic Spheres Education and its Influence on Different Socio-economic Spheres Education can be loosely defined as the process of giving systematic instruction, especially at a school or university (Oxford). In many societies, education is defined as a pillar of strength, alleviating the masses from ignorance and paving the way toward a bigger and brighter future. Education systems perform a fundamental role in the development of human attitudes and behavior. It directly affects several spheres of day-to-day living from health, gender and democracy to interpersonal relationships, environmentalism and nationality. Education and Health There is considerable evidence that education is strongly linked to health and to determinants of health such as healthy behaviour, risky contexts and preventative service use (Partnership for Child Development, 2013). However, education does not act in seclusion from other factors, such as income. Income is a notably significant factor that interacts in many essential ways with education, as an influencing factor on health. This makes it hard to assess their independent effects. However, empirical investigations often find the effect of education on health is at least as great as the effect of income. Education impacts on health in two ways; firstly through teaching that enables children to learn specifically about health (often known as skills-based health education) and secondly through the educational process as a whole which provides skills such as critical thinking and making choices that enable children to opt for healthy lifestyles (Partnership for Child Development, 2013). Notably, those with greater exposure to an educational background, have better health and overall well-being and healthier lifestyles. With individuals making conscious decisions in relation to making healthier lifestyle choices as well not only contributes toward healthier and happier individuals but also substantially reduces the need for greater dependence on health care systems (USAID, 2011). Education and Gender The gender debate has been raging for what seems like eons. Who is the smarter, fairer or more privileged sex is a resounding question in the minds of many who have been exposed to debates of the ‘gender nature’. Certain differences between the two genders are biological; they arise from physical and other differences that are linked to the different genders. In most societies, men and women have different roles and statuses. It’s easy to draw connections between the behaviour of men and women, and the physical differences that we can observe. The conclusion can then be drawn that differences in behaviour can be attributed to physical differences between the two genders and that the differences in their social roles and positions grow out of their different patterns of behaviour, their abilities and limitations (Teachers Talking about Learning, 2002). However, upon review of biology, psychology, anthropology and education, we find that it’s very difficult to prove which behaviours in men and women arise from physical differences. Many differences, we find, could be produced by the different ways that men and women are brought up as children and arguably the education they receive. In relation to thinking and learning processes, and consequently the ability to learn, males and females are more alike than different. Education and Sex Evaluations of comprehensive sex education programs show that these programs can help youth delay onset of sexual activity, reduce the frequency of sexual activity, reduce number of sexual partners, and increase condom and contraceptive use. Importantly, the evidence shows youth who receive comprehensive sex education are not more likely to become sexually active, increase sexual activity, or experience negative sexual health outcomes. Effective programs exist for youth from a variety of racial, cultural, and socioeconomic backgrounds. Researchers studied the National Survey of Family Growth to determine the impact of sexuality education on youth sexual risk-taking for young people ages 15-19, and found that teens who received comprehensive sex education were 50 percent less likely to experience pregnancy than those who received abstinence-only education. Researcher Kirby (2001) for the National Campaign to End Teen and Unplanned Pregnancy examined studies of prevention programs, which had a strong experimental design and used appropriate analysis (United Nations Joint Program on HIV and AIDS, 1997). Two-thirds of the 48 comprehensive sex education programs studied had positive effects.40 percent delayed sexual initiation, reduced the number of sexual partners, or increased condom or contraceptive use. 30 percent reduced the frequency of sex, including a return to abstinence. 60 percent reduced unprotected sex.7 Advocates for Youth undertook exhaustive reviews of existing programs to compile a list of programs that have been proven effective by rigorous evaluation. Twenty-six effective programs were identified, twenty-three of which included comprehensive sex education as at least one component of the program. The other programs were early childhood interventions. Of the 23 effective, comprehensive sex education programs: Fourteen programs demonstrated a statistically significant delay in the timing of first sex. 13 programs showed statistically significant declines in teen pregnancy, HIV, or other STIs. 14 programs helped sexually active youth to increase their use of condoms. 9 programs demonstrated success at increasing use of contraception other than condoms. 13 programs showed reductions in the number of sex partners and/or increased monogamy among program participants.10 programs helped sexually active youth to reduce the incidence of unprotected sex (United Nations Joint Program on HIV and AIDS, 1997). Education and Democracy The solidity, validity and efficacy of political regimes depend on the manner in which their ideals and values are diffused and supported by members of the public. Some argue that prevailing political culture seems to be more essential for the functioning of political systems than its formal institutional arrangements (Almond & Verba 1963, xiii, Easton, 1965, Inglehart, 1988, and Jaros & Canon 1969, 94). How citizens internalize political values is therefore crucial. Educational systems in form of schools play a key role during the formative years of the lives of individuals (Drazanova, 2010). Philosophers, political leaders as well as educators have seen formal educations practices as the key for the grounding of desired political values (Jaros and Canon, 1969, 94). Some scholars (McClosky, 1964, Prothro & Grigg, 1960, Jackman & Miller, 1996, and Rothstein, 2005) argue that the institutional arrangements, the nature of party systems or the values and behavior of elites have a stronger and more straightforward impact on the stability of democracy than political culture. Institutions shape political conflict by creating opportunities and incentives for elites to mobilize citizens; moreover, they help structure the nature of political discourse” (Weldon, 2006, p. 331). Education and Interpersonal relations Education, primarily through educational institutions, brings people from different spheres of life together in one place. As various interactions take place, the different cultures represented by different folk, integrate in the sense that each is able to learn from the other. Education affects the development of interpersonal relationships both directly and indirectly. The direct aspect of it entails the interaction between those learning and those imparting knowledge. Constant interaction fosters a sort of relationship where learning can grow. The indirect aspect entails the secondary relationships formed in learning institutions that facilitate the exchange of knowledge. It also helps promote and sustain healthy relationships and personal, family and community well being. Education and Environmentalism The UN declared 2005 to 2014 the Decade of Education for Sustainable Development; the overall goal being to utilize education as a means of integrating the principles of sustainable development with human values and perspectives in order to create a sustainable society (UNESCO, 2005). However, education is often viewed as an unalloyed good and, consequently there have been few empirical studies on the costs and benefits of different forms of education within the field of environmental conservation. Environmental education, first defined by the World Conservation Union (IUCN) in 1970, includes the element of behaviour; the idea that through knowledge, changes in behaviour at a personal, societal and global level will occur (IUCN, 1970). Environmental or conservation education aims; to provide learners with the opportunity to gain an awareness or sensitivity to the environment, knowledge and experience of the problems surrounding the environment, to acquire a set of values and positive attitudes, to obtain the skills required to identify and solve environmental problems and, the motivation and ability to participate (Jacobson et al., 2006) Education is often only considered to be the formal aspect, undertaken in schools or higher education. However, Agenda 21, drawn up at the Rio Earth Summit in 1992, states that: “Education, including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. Education is critical for promoting sustainable development and improving the capacity of the people to address environmental and development issues. Both formal and non-formal education are indispensable to changing people’s attitudes” (UNESCO, 1992). This highlights the importance of education as critical for achieving sustainable development but also emphasizes that both formal and non-formal aspects of it. Education and Bureaucracy Bureaucracy, as defined by Max Weber, is a strict method of rational organization for large-scale enterprises. The initial step in founding a successful bureaucracy is the establishment of a clear hierarchical order. It is imperative that the bureaucratic system is comprised of a well-defined system of stratification. As applied to the educational system, the hierarchical method of organization is observed perfectly. The head of each educational district is a superintendent. His duty is to supervise the overall function of the district. He mainly presides over the principals of individual schools. The principals oversee department heads, who, in turn, oversee teachers. Students are at the bottom of this pyramid. Each level of organization has a particularly defined role. The social stratification of schools is manifested in other methods as well. This form of bureaucracy is often frowned upon as it takes a significant amount of time to get things done, as one requires the approval of many different heads in different departments. Conclusion Education is key in the growth and development of various spheres of day-to-day living as well as various socio-economic aspects. It is at the forefront of alleviating. Not only does education equip an individual with the necessary knowledge to take on the world but it also fosters the growth and development of interpersonal relationships that make this process easier. Education is truly the key to a brighter future. References Alford, S. (2008). Science and Success: Sex Education and Other Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections. Washington, DC: Advocates for Youth Almond, G., and Verba, S. (1963). The Civic Culture. Princeton, NJ: Princeton University Press. Baldo, M. (1993). Does Sex Education Lead to Earlier or Increased Sexual Activity in Youth? Berlin: Presentation at the Ninth International Conference on AIDS. Caroline Howe (2009). The Role of Education as a Tool for Environmental Conservation and Sustainable Development. London: Oxford Publishers Drazanova, L. (2010). Does Education Matter for Democracy? An International Comparison of the Effect of Education on Democratic Attitudes and Xenophobia. Budapest. Institute of Medicine, Committee on HIV Prevention Strategies in the United States (2001) . No Time to Lose: Getting More from HIV Prevention. Washington, DC: National Academy Press IUCN. (1970). International Working Meeting on Environmental Education in the School Curriculum, Final Report. Geneva: Tech. rep. Jacobson, S., McDuff, M., & Monroe, M. (2006). Conservation Education and Outreach Techniques. Oxford Biology, Oxford, UK. Jaros, D., & Canon, B. C. (1969) Transmitting Basic Political Values: The Role of the Educational System. The School Review 77, no. 2 (June): 94–107. Kirby D. (2001). Emerging Answers: Research Findings on Programs to Reduce Teen Pregnancy. Washington, DC: Wiley Partnership for Child Development (2013). Impact of Education on Health. Retrieved from http://portal.unesco.org/education/en/ev.phpURL_ID=23279&URL_DO=DO_TOPIC &URL_SECTION=201.html [Accessed 24th November 2005] United Nations Joint Program on HIV and AIDS (1997). Impact of HIV and Sexual Health Education on the Sexual Behaviour of Young People: a Review Update. [UNAIDS Best Practice Collection]. Geneva. USAID (2011). Designing Effective Education Programs for School Health Programs. Retrieved from www.usaid.gov Read More