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The turning point: Why we must transform education now

Global warming. Accelerated digital revolution. Growing inequalities. Democratic backsliding. Loss of biodiversity. Devastating pandemics. And the list goes on. These are just some of the most pressing challenges that we are facing today in our interconnected world.

The diagnosis is clear: Our current global education system is failing to address these alarming challenges and provide quality learning for everyone throughout life. We know that education today is not fulfilling its promise to help us shape peaceful, just, and sustainable societies. These findings were detailed in UNESCO’s Futures of Education Report in November 2021 which called for a new social contract for education.

That is why it has never been more crucial to reimagine the way we learn, what we learn and how we learn. The turning point is now. It’s time to transform education. How do we make that happen?

Here’s what you need to know. 

Why do we need to transform education?

The current state of the world calls for a major transformation in education to repair past injustices and enhance our capacity to act together for a more sustainable and just future. We must ensure the right to lifelong learning by providing all learners - of all ages in all contexts - the knowledge and skills they need to realize their full potential and live with dignity. Education can no longer be limited to a single period of one’s lifetime. Everyone, starting with the most marginalized and disadvantaged in our societies, must be entitled to learning opportunities throughout life both for employment and personal agency. A new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape a better world anchored in social, economic, and environmental justice.  

What are the key areas that need to be transformed?

• Inclusive, equitable, safe and healthy schools

Education is in crisis. High rates of poverty, exclusion and gender inequality continue to hold millions back from learning. Moreover, COVID-19 further exposed the inequities in education access and quality, and violence, armed conflict, disasters and reversal of women’s rights have increased insecurity. Inclusive, transformative education must ensure that all learners have unhindered access to and participation in education, that they are safe and healthy, free from violence and discrimination, and are supported with comprehensive care services within school settings. Transforming education requires a significant increase in investment in quality education, a strong foundation in comprehensive early childhood development and education, and must be underpinned by strong political commitment, sound planning, and a robust evidence base.

• Learning and skills for life, work and sustainable development

There is a crisis in foundational learning, of literacy and numeracy skills among young learners. Since the COVID-19 pandemic, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text. Children with disabilities are 42% less likely to have foundational reading and numeracy skills compared to their peers. More than 771 million people still lack basic literacy skills, two-thirds of whom are women. Transforming education means empowering learners with knowledge, skills, values and attitudes to be resilient, adaptable and prepared for the uncertain future while contributing to human and planetary well-being and sustainable development. To do so, there must be emphasis on foundational learning for basic literacy and numeracy; education for sustainable development, which encompasses environmental and climate change education; and skills for employment and entrepreneurship.

• Teachers, teaching and the teaching profession

Teachers are essential for achieving learning outcomes, and for achieving SDG 4 and the transformation of education. But teachers and education personnel are confronted by four major challenges: Teacher shortages; lack of professional development opportunities; low status and working conditions; and lack of capacity to develop teacher leadership, autonomy and innovation. Accelerating progress toward SDG 4 and transforming education require that there is an adequate number of teachers to meet learners’ needs, and all education personnel are trained, motivated, and supported. This can only be possible when education is adequately funded, and policies recognize and support the teaching profession, to improve their status and working conditions.

• Digital learning and transformation

The COVID-19 crisis drove unprecedented innovations in remote learning through harnessing digital technologies. At the same time, the digital divide excluded many from learning, with nearly one-third of school-age children (463 million) without access to distance learning. These inequities in access meant some groups, such as young women and girls, were left out of learning opportunities. Digital transformation requires harnessing technology as part of larger systemic efforts to transform education, making it more inclusive, equitable, effective, relevant, and sustainable. Investments and action in digital learning should be guided by the three core principles: Center the most marginalized; Free, high-quality digital education content; and Pedagogical innovation and change.

• Financing of education

While global education spending has grown overall, it has been thwarted by high population growth, the surmounting costs of managing education during the COVID-19 pandemic, and the diversion of aid to other emergencies, leaving a massive global education financial gap amounting to US$ 148 billion annually. In this context, the first step toward transformation is to urge funders to redirect resources back to education to close the funding gap. Following that, countries must have significantly increased and sustainable financing for achieving SDG 4 and that these resources must be equitably and effectively allocated and monitored. Addressing the gaps in education financing requires policy actions in three key areas: Mobilizing more resources, especially domestic; increasing efficiency and equity of allocations and expenditures; and improving education financing data. Finally, determining which areas needs to be financed, and how, will be informed by recommendations from each of the other four action tracks .

What is the Transforming Education Summit?

UNESCO is hosting the Transforming Education Pre-Summit on 28-30 June 2022, a meeting of  over 140 Ministers of Education, as well as  policy and business leaders and youth activists, who are coming together to build a roadmap to transform education globally. This meeting is a precursor to the Transforming Education Summit to be held on 19 September 2022 at the UN General Assembly in New York. This high-level summit is convened by the UN Secretary General to radically change our approach to education systems. Focusing on 5 key areas of transformation, the meeting seeks to mobilize political ambition, action, solutions and solidarity to transform education: to take stock of efforts to recover pandemic-related learning losses; to reimagine education systems for the world of today and tomorrow; and to revitalize national and global efforts to achieve SDG-4.

• More on the Transforming Education Summit
• More on the Pre-Summit

Related items

• Future of education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education helen shwe hadani , helen shwe hadani former brookings expert kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development brad olsen , brad olsen senior fellow - global economy and development , center for universal education jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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Consultant, Education Sector, World Bank

Senior Adviser, Education

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• 27 Jun 2024
• Research & Ideas

Gen AI Marketing: How Some 'Gibberish' Code Can Give Products an Edge

An increasing number of consumers are turning to generative AI for buying recommendations. But if companies can subtly manipulate the technology to favor their own products, some businesses may gain unfair advantage, says Himabindu Lakkaraju.

• 13 May 2024

Picture This: Why Online Image Searches Drive Purchases

Smaller sellers' products often get lost on large online marketplaces. However, harnessing images in search can help consumers find these products faster, increasing sales and customer satisfaction, finds research by Chiara Farronato and colleagues.

• 26 Mar 2024

How Humans Outshine AI in Adapting to Change

Could artificial intelligence systems eventually perform surgeries or fly planes? First, AI will have to learn to navigate shifting conditions as well as people do. Julian De Freitas and colleagues pit humans against machines in a video game to study AI's current limits and mine insights for the real world.

• 12 Mar 2024

Publish or Perish: What the Research Says About Productivity in Academia

Universities tend to evaluate professors based on their research output, but does that measure reflect the realities of higher ed? A study of 4,300 professors by Kyle Myers, Karim Lakhani, and colleagues probes the time demands, risk appetite, and compensation of faculty.

• 25 Jan 2024

Being a Team Player: Why College Athletes Succeed in Business

Forget rocks for jocks. A study by Paul Gompers of more than 400,000 Ivy League athletes probes how the rigors of college sports can help people climb the corporate ladder faster and into higher-paying positions.

• 19 Dec 2023

$15 Billion in Five Years: What Data Tells Us About MacKenzie Scott’s Philanthropy

Scott's hands-off approach and unparalleled pace—helping almost 2,000 organizations and counting—has upended the status quo in philanthropy. While her donations might seem scattershot, an analysis of five years of data by Matthew Lee, Brian Trelstad, and Ethan Tran highlights clear trends and an emerging strategy.

• 21 Nov 2023
• Cold Call Podcast

Cold Call: Building a More Equitable Culture at Delta Air Lines

In December 2020 Delta Air Lines CEO Ed Bastian and his leadership team were reviewing the decision to join the OneTen coalition, where he and 36 other CEOs committed to recruiting, hiring, training, and advancing one million Black Americans over the next ten years into family-sustaining jobs. But, how do you ensure everyone has equal access to opportunity within an organization? Professor Linda Hill discusses Delta’s decision and its progress in embedding a culture of diversity, equity, and inclusion in her case, “OneTen at Delta Air Lines: Catalyzing Family-Sustaining Careers for Black Talent.”

• 16 Oct 2023

Advancing Black Talent: From the Flight Ramp to 'Family-Sustaining' Careers at Delta

By emphasizing skills and expanding professional development opportunities, the airline is making strides toward recruiting and advancing Black employees. Case studies by Linda Hill offer an inside look at how Delta CEO Ed Bastian is creating a more equitable company and a stronger talent pipeline.

• 26 Jul 2023

STEM Needs More Women. Recruiters Often Keep Them Out

Tech companies and programs turn to recruiters to find top-notch candidates, but gender bias can creep in long before women even apply, according to research by Jacqueline Ng Lane and colleagues. She highlights several tactics to make the process more equitable.

• 14 Jun 2023

Four Steps to Building the Psychological Safety That High-Performing Teams Need

Struggling to spark strategic risk-taking and creative thinking? In the post-pandemic workplace, teams need psychological safety more than ever, and a new analysis by Amy Edmondson highlights the best ways to nurture it.

• 23 May 2023

The Entrepreneurial Journey of China’s First Private Mental Health Hospital

The city of Wenzhou in southeastern China is home to the country’s largest privately owned mental health hospital group, the Wenzhou Kangning Hospital Co, Ltd. It’s an example of the extraordinary entrepreneurship happening in China’s healthcare space. But after its successful initial public offering (IPO), how will the hospital grow in the future? Harvard Professor of China Studies William C. Kirby highlights the challenges of China’s mental health sector and the means company founder Guan Weili employed to address them in his case, Wenzhou Kangning Hospital: Changing Mental Healthcare in China.

• 28 Feb 2023

Can Apprenticeships Work in the US? Employers Seeking New Talent Pipelines Take Note

What if the conventional college-and-internship route doesn't give future employees the skills they need to build tomorrow's companies? Research by Joseph Fuller and colleagues illustrates the advantages that apprenticeships can provide to employees and young talent.

• 15 Aug 2022

University of the Future: Finding the Next World Leaders in Higher Ed

Which universities will step into the void as American colleges decline? In the book Empires of Ideas, William Kirby explores how the history of higher education in the US, China, and Germany might shape its future.

• 11 Aug 2022

When Parents Tell Kids to ‘Work Hard,’ Do They Send the Wrong Message?

It takes more than grit to succeed in a world rife with systemic inequity. So why don't we tell children that? Research by Ashley Whillans and colleagues shows how honest talk about social barriers could empower kids to break them down.

• 02 May 2022
• What Do You Think?

Can the Case Method Survive Another Hundred Years?

The case method pioneered by Harvard Business School has weathered a hundred years of controversy and criticism. However, is the approach the best way to teach people to lead in a world that demands more agility and adaptability? James Heskett asks. Open for comment; 0 Comments.

• 18 Nov 2021

5 Principles for Scaling Change from IBM’s High School Innovation

P-TECH has bolstered graduation rates for students of color while creating a new tech hiring pipeline. Rosabeth Moss Kanter and program architect Stanley Litow discuss the social impact lessons for other organizations. Open for comment; 0 Comments.

• 09 Aug 2021

OneTen: Creating a New Pathway for Black Talent

A new organization aims to help 1 million Black Americans launch careers in the next decade, expanding the talent pool. Rawi E. Abdelal, Katherine Connolly Baden, and Boris Groysberg explain how. Open for comment; 0 Comments.

• 19 May 2021

Why America Needs a Better Bridge Between School and Career

As the COVID-19 pandemic wanes, America faces a critical opportunity to close gaps that leave many workers behind, say Joseph Fuller and Rachel Lipson. What will it take? Open for comment; 0 Comments.

• 18 May 2021

How Georgia State University Increased Graduation Rates

Georgia State University was facing a growing "summer melt" problem, where nearly 20 percent of incoming students never actually enrolled. The university used a data-based approach to retain students of all racial, ethnic, and socioeconomic backgrounds and help them graduate. Professor Mike Toffel> and Harvard Advanced Leadership Initiative fellow Robin Mendelson discuss what the university learned about improving student success, while scaling its efforts to help other universities, in their case, “Student Success at Georgia State University.” Open for comment; 0 Comments.

• 13 Apr 2021
• Working Paper Summaries

Population Interference in Panel Experiments

In panel experiments, units are exposed to different interventions over time. This article introduces a unifying framework for studying panel experiments with population interference, in which a treatment assigned to one experimental unit affects another experimental unit's outcome. Findings have implications for fields as diverse as education, economics, and public health.

Greater Good Science Center • Magazine • In Action • In Education

Our Best Education Articles of 2021

Our most popular education articles of 2021 explore how to navigate some of this year’s challenges—including grief, boredom, and isolation—while uplifting our capacity for connection, belonging, and healing. Several articles also highlight how character, conscience, and kindness can guide us toward greater meaning in our lives.

If you are looking for specific activities to support your students’ and colleagues’ social and emotional well-being in 2022, visit our  Greater Good in Education website, featuring  free  research-based practices, lessons, and strategies for cultivating kinder, happier, and more equitable classrooms and schools. And for a deeper dive into the science behind social-emotional learning, mindfulness, and ethical development, consider our suite of self-paced online courses for educational professionals, including our capstone course, Teaching and Learning for the Greater Good .

Here are the 12 best education articles of 2021, based on a composite ranking of pageviews and editors’ picks.

How to Help Students Feel a Sense of Belonging During the Pandemic , by Mary C. Murphy, Kathryn Boucher, and Christine Logel: Belonging and connection in the classroom contribute to success and well-being, particularly for marginalized students.

Four Ways Teachers Can Help Students Develop a Conscience , by Vicki Zakrzewski: How do kids develop a sense of right and wrong—and what can educators do to help them act on their conscience?

How to Help Students of Color Find Their Power , by Brandy Arnold: Project Wayfinder is helping Black and Latino students explore their identities and goals.

What a Children’s Book Taught Me (and My Students) About Grief , by Lauren McGovern: Teaching sixth graders about grief helped teacher Lauren McGovern after the loss of her son.

36 Questions That Can Help Kids Make Friends , by Jill Suttie: A question-and-answer exercise may help middle schoolers build friendships, including with kids of different ethnicities.

How to Make This Hard Transition Back to School With Your Students , by Amy L. Eva: Here are three ways educators can support their students (and each other) this fall.

A Different Way to Respond When Kids Do Something Wrong , by Joanne Chen: Restorative practices—taking responsibility, making amends, and seeking forgiveness—are an alternative to strict punishments and blame.

What Do Kids Mean When They Say They’re Bored at School? , by Rebecca Branstetter: Boredom can be a temporary emotion or a sign of a deeper issue, says a school psychologist.

How to Help Students Be the Best Version of Themselves , by Karen E. Bohlin and Deborah Farmer Kris: When students are facing challenges, educators can help them reflect on—and act on—what matters to them.

Four Character Strengths That Can Help Kids Learn , by Carol Lloyd: Research suggests that fostering character strengths can help children be better students.

How Educators Can Help Make a Kinder World , by Vicki Zakrzewski: By integrating character education, SEL, and mindfulness, schools can cultivate the inherent goodness in students.

Three Strategies for Helping Students Discuss Controversial Issues , by Lauren Fullmer and Laura Bond: Here are research-based ways to facilitate civil discourse in the classroom.

Bonus: Science of Happiness Podcast Episodes

Episode 94: How to Craft Your Life : When the world around you changes, so can your goals. Our guest, Patty Brown, tries a practice to tap into a new sense of purpose.

Episode 96: Don’t Be Afraid of Your Anger : What happens when we suppress our anger? And what if we tried to work with it instead? Our guest, Soraya Chemaly, tries a practice to harness her inner fierceness to care for herself.

About the Author

Greater good editors, you may also enjoy.

What a Children’s Book Taught Me (and My Students) About Grief

How to Help Students Feel a Sense of Belonging During the Pandemic

Our Best Education Articles of 2020

Our Best Education Articles of 2019

What Do Kids Mean When They Say They’re Bored at School?

• Our Mission

What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

The 10 Education Issues Everybody Should Be Talking About

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What issues have the potential to define—or re define—education in the year ahead? Is there a next “big thing” that could shift the K-12 experience or conversation?

These were the questions Education Week set out to answer in this second annual “10 Big Ideas in Education” report.

You can read about last year’s ideas here . In 2019, though, things are different.

This year, we asked Education Week reporters to read the tea leaves and analyze what was happening in classrooms, school districts, and legislatures across the country. What insights could reporters offer practitioners for the year ahead?

Some of the ideas here are speculative. Some are warning shots, others more optimistic. But all 10 of them here have one thing in common: They share a sense of urgency.

Accompanied by compelling illustrations and outside perspectives from leading researchers, advocates, and practitioners, this year’s Big Ideas might make you uncomfortable, or seem improbable. The goal was to provoke and empower you as you consider them.

Let us know what you think, and what big ideas matter to your classroom, school, or district. Tweet your comments with #K12BigIdeas .

No. 1: Kids are right. School is boring.

Out-of-school learning is often more meaningful than anything that happens in a classroom, writes Kevin Bushweller, the Executive Editor of EdWeek Market Brief. His essay tackling the relevance gap is accompanied by a Q&A with advice on nurturing, rather than stifling students’ natural curiosity. Read more.

No. 2: Teachers have trust issues. And it’s no wonder why.

Many teachers may have lost faith in the system, says Andrew Ujifusa, but they haven’t lost hope. The Assistant Editor unpacks this year’s outbreak of teacher activism. And read an account from a disaffected educator on how he built a coalition of his own. Read more.

No. 3: Special education is broken.

Forty years since students with disabilities were legally guaranteed a public school education, many still don’t receive the education they deserve, writes Associate Editor Christina A. Samuels. Delve into her argument and hear from a disability civil rights pioneer on how to create an equitable path for students. Read more.

No. 4: Schools are embracing bilingualism, but only for some students.

Staff Writer Corey Mitchell explains the inclusion problem at the heart of bilingual education. His essay includes a perspective from a researcher on dismantling elite bilingualism. Read more.

No. 5: A world without annual testing may be closer than you think.

There’s agreement that we have a dysfunctional standardized-testing system in the United States, Associate Editor Stephen Sawchuk writes. But killing it would come with some serious tradeoffs. Sawchuk’s musing on the alternatives to annual tests is accompanied by an argument for more rigorous classroom assignments by a teacher-practice expert. Read more.

No. 6: There are lessons to be learned from the educational experiences of black students in military families.

Drawing on his personal experience growing up in an Air Force family, Staff Writer Daarel Burnette II highlights emerging research on military-connected students. Learn more about his findings and hear from two researchers on what a new ESSA mandate means for these students. Read more.

No. 7: School segregation is not an intractable American problem.

Racial and economic segregation remains deeply entrenched in American schools. Staff Writer Denisa R. Superville considers the six steps one district is taking to change that. Her analysis is accompanied by an essay from the president of the American Educational Research Association on what is perpetuating education inequality. Read more.

No. 8: Consent doesn’t just belong in sex ed. class. It needs to start a lot earlier.

Assistant Editor Sarah D. Sparks looked at the research on teaching consent and found schools and families do way too little, way too late. Her report is partnered with a researcher’s practical guide to developmentally appropriate consent education. Read more.

No. 9: Education has an innovation problem.

Are education leaders spending too much time chasing the latest tech trends to maintain what they have? Staff Writer Benjamin Herold explores the innovation trap. Two technologists offer three tips for putting maintenance front and center in school management. Read more.

No. 10: There are two powerful forces changing college admissions.

Some colleges are rewriting the admissions script for potential students. Senior Contributing Writer Catherine Gewertz surveys this changing college admissions landscape. Her insights are accompanied by one teacher’s advice for navigating underserved students through the college application process. Read more.

Wait, there’s more.

Want to know what educators really think about innovation? A new Education Week Research Center survey delves into what’s behind the common buzzword for teachers, principals, and district leaders. Take a look at the survey results.

A version of this article appeared in the January 09, 2019 edition of Education Week as What’s on the Horizon for 2019?

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Here’s where Trump and Harris stand on 6 education issues

Cory Turner

How the candidates differ on their views and policies on education

Presidential candidates Kamala Harris and Donald Trump will face off in a debate on Tuesday. LA Johnson/NPR hide caption

As presidential candidates, Kamala Harris and Donald Trump don’t have a lot in common when it comes to their views on education.

Trump has said America’s public schools “have been taken over by the radical Left maniacs,” and that he wants to close the U.S. Department of Education.

2024 Election

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Harris has vowed to keep the department open.

Democrats are for free, universal preschool for all 4-year-olds.

Republicans are for universal school choice, where parents have the power — and the public dollars — to enroll their children in any school they want, whether it’s public or private.

6 takeaways from Harris' interview on CNN

The list goes on.

Ahead of the candidates’ only scheduled debate, in Philadelphia on Tuesday, we’ve put together a handy primer of their education views.

1. On closing the U.S. Department of Education

Trump, in an interview on X , told Elon Musk that, if elected, “I want to close up the Department of Education, move education back to the states.”

Harris didn’t talk much about education in her DNC speech , but she did parry Trump’s plan: “We are not going to let him eliminate the Department of Education that funds our public schools.”

A quick explanatory comma about that funding: Most public school funding comes from states and local communities. But the department does administer two large funding streams, now more than $30 billion, that Congress codified into law decades ago to help schools educate 1.) children with disabilities and 2.) kids living in low-income communities.

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It’s not clear if Trump’s desire to close the department would also mean disrupting this funding.

Project 2025, a blueprint for the next Republican presidency that included input from Trump loyalists, recommends closing the department, turning both funding streams into no-strings-attached grants and phasing out the low-income support dollars within 10 years.

But the Trump campaign has disavowed Project 2025. NPR asked the campaign to clarify its position on funding for children with disabilities and kids living in low-income communities, and press secretary Karoline Leavitt responded: “ President Trump will ensure a great education for every child by returning our education system to the states where it belongs.”

Biden administration adds Title IX protections for LGBTQ students, assault victims

The Education Department debate isn’t just financial. It’s also symbolic.

Trump and some Republicans believe, fundamentally, that education should only be a local and state concern, as there’s no mention of a federal role in education in the U.S. Constitution. To them the department is the poster child for government overreach, which is why Republicans have been calling for the department’s dissolution ever since it was created in 1979.

Where Republicans see local control of education as an inherently good thing, allowing schools to better reflect the values of their communities, Harris and many Democrats also see inequity in some districts’ inability (and sometimes unwillingness) to serve marginalized students.

Congress created those funding streams to help level the playing field and to give the department the ability to hold districts accountable when they fall short on civil rights. Harris has previously backed increasing funding for low-income students and children with disabilities.

Disagreements aside, can the department be shut down?

How schools (but not necessarily education) became central to the Republican primary

Not by the president, no. It was created by Congress, and only Congress can close it. Some House Republicans have tried , but there’s simply not enough support, not just among Democrats but Republicans, too. Public surveys show even a majority of Republicans believe the U.S. government should be spending more, not less, on education.

Keep in mind, eight years ago then-presidential candidate Donald Trump suggested he might try to close the Education Department. He then got his chance as president — with Republican control of Congress — but never forced the issue.

2. On sex-based discrimination in schools, aka Title IX

In April, the Biden-Harris administration expanded protections against sex discrimination in schools to include sexual orientation and gender identity. Meaning, among other things, it believes students should be allowed to use the bathroom that corresponds with their gender identity.

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This is not a change in federal law. That requires Congress. It’s a change in interpretation of the law, known as Title IX, courtesy of new regulations from the U.S. Department of Education.

Trump and many Republicans see this expanded interpretation of Title IX as Democrats imposing liberalism on schools. In a recent call with reporters, representatives of the Trump campaign and the RNC repeatedly derided what they called Harris’ “radical gender ideology.”

The expanded child tax credit briefly slashed child poverty. Here's what else it did

If this sounds all-too-familiar, that’s because this is an old fight. In 2016, the Obama administration issued guidance to schools , telling them that students should be allowed to use the bathroom facilities that correspond with their gender identity.

In early 2017, the nascent Trump administration quickly moved in the opposite direction, abandoning that interpretation of the law.

Protesting these latest Biden administration provisions, roughly half of all states have sued the department, and the courts have blocked the Education Department from enforcing the regulations in those states. Trump has said, if re-elected, he would roll back the rule, just as he did the old Obama-era guidance.

3. On school choice

We’re using “choice” here broadly because many of Trump’s education proposals shoot from the same root: That parents should have total or near-total control over their child’s education.

First, he’s calling for universal school choice. This would, in theory, take public dollars normally spent on a child’s public education and give them directly to parents to spend at whatever school they want, whether it’s public, private or homeschooling at the kitchen table.

Report: Last year ended with a surge in book bans

He has also called for a Parental Bill of Rights and for school principals to be hired — and fired — by parents. “If any principal is not getting the job done, the parents should be able to vote to fire them and select someone who will. This will be the ultimate form of local control,” Trump said in July.

Trump also wants to make it easier to fire “bad” teachers, by ending tenure protections, and to reward strong teachers with merit pay. “If we have pink-haired Communists teaching our kids, we have a major problem. When I am president, we will put PARENTS back in charge and give them the final say,” he said.

It’s difficult to imagine how a second Trump administration could implement these ideas around school choice or principal and teacher retention, though, as the U.S. government has limited power to influence state and school district policy.

Democrats, on the other hand, made clear in their 2024 platform that they’re against any effort that could weaken the nation’s public schools. “We oppose the use of private-school vouchers, tuition tax credits, opportunity scholarships, and other schemes that divert taxpayer-funded resources away from public education. Public tax dollars should never be used to discriminate.”

That’s likely a reference to the fact that, in some state voucher programs, a private school is allowed to reject children with disabilities if it doesn’t believe it has the staff or resources to meet their needs. Federal law requires that schools that receive federal funding provide kids with disabilities a free and appropriate public education.

The Student Loan Restart

What the supreme court's rejection of student loan relief means for borrowers.

In a letter to Harris , some two-dozen grassroots education groups urged her not to choose Pennsylvania Gov. Josh Shapiro to be her running mate, because of his previous support for private-school vouchers . She ultimately chose Minnesota Gov. Tim Walz, a former public school teacher and coach.

Harris has been an outspoken supporter of public education and has been courting educators’ support. In a speech to the American Federation of Teachers, she told the crowd, “We need you so desperately right now,” and called it “the most noble of work, teaching other people’s children.”

As part of her presidential bid in 2019, Harris proposed a $300 billion plan to raise teacher pay. Though she has not revived the plan, she did tell the AFT, “God knows we don’t pay you enough.”

4. On early childhood education and support

Harris and Democrats have talked as much, if not more, about early childhood education and childcare than they have about K-12 policies. Harris has proposed expanding the Child Tax Credit after a brief, pandemic-era expansion dramatically cut child poverty , and she pitched an even larger boost of up to $6,000 for newborns.

The Democrats’ 2024 platform also includes support for free, universal preschool for 4-year-olds, something the Biden-Harris administration had previously championed but was forced to abandon in negotiations with Congress.

Finally, there’s Head Start, the federally-funded program that provides child care and early learning for children from low-income families. The Biden-Harris administration has been a staunch supporter of Head Start, which serves children from birth to age 5. In her DNC speech , Harris promised not to let Trump “end programs like Head Start that provide preschool and child care.”

Harris was likely referring, again, to Project 2025 , which alleges Head Start is “fraught with scandal and abuse” and recommends eliminating it entirely. Congressional funding for Head Start rose during the Trump administration, in spite of the White House calling for modest cuts .

NPR asked the Trump campaign to clarify its position on Head Start funding. Press Secretary Karoline Leavitt responded: “By returning our education system back to the states, our early childhood education system will thrive because parents will have more say in their child’s education and good teachers will be rewarded.”

5. On banning books and “divisive concepts”

Between July and December 2023, PEN America recorded more than 4,300 instances of school book bans, a big uptick from the previous year.

Of the books that were targeted in the 2021-’22 and ‘22-’23 school years, the nonprofit found that 37% grappled with race and racism and included characters of color, and 36% included LGBTQ+ characters and themes.

Trump has been an unabashed champion of efforts to limit how schools approach issues of race and gender. In 2020, he created the 1776 Commission , which lamented that “many students are now taught in school to hate their own country, and to believe that the men and women who built it were not heroes, but rather villains.”

Since then, some states have passed laws curtailing what teachers can and cannot say in the classroom when it comes to matters of race and gender. And in July, as part of his Plan To Save American Education , Trump pledged to “cut federal funding for any school or program pushing Critical Race Theory, gender ideology, or other inappropriate racial, sexual, or political content,” though it’s not clear how or if he could do that.

Kamala Harris used her speech before the American Federation of Teachers to blast Trump.

“While you teach students about our nation’s past,” she told the crowd of teachers, “these extremists attack the freedom to learn and acknowledge our nation’s true and full history, including book bans. Book bans in this year of our Lord 2024.”

6. On college affordability

The Biden-Harris administration went all-in on federal student loan forgiveness. Some of its plans worked , but the administration has so far failed to convince the courts that its most ambitious efforts at loan forgiveness are legal.

That may explain why, on the campaign trail, Harris isn’t talking much about future loan forgiveness, or making new promises. Instead, she’s largely backward-looking.

“Our administration has forgiven student loan debt for nearly 5 million Americans,” Harris told the American Federation of Teachers gathering, emphasizing that many of those Americans are teachers who received Public Service Loan Forgiveness (PSLF).

As a senator and vice president, Harris has also supported efforts to make community college free, a commitment echoed in the 2024 Democratic party platform .

As for Trump, as president he previously tried to eliminate PSLF , and he and his running mate, Ohio Sen. JD Vance, have both spoken out against broad loan forgiveness.

In 2023, after the Supreme Court blocked Biden’s first big effort, Trump celebrated : “President Biden is not allowed to wipe out hundreds and hundreds of billions, probably trillions, of dollars in student loan debt, which would have been very unfair to the millions and millions of people who have paid their debt through hard work and diligence.”

The 2024 Republican party platform pledges , “to reduce the cost of Higher Education, Republicans will support the creation of additional, drastically more affordable alternatives to a traditional four-year College degree.”

Last year, Trump unveiled plans for an online college alternative he’s calling The American Academy: “We will take the billions and billions of dollars that we will collect by taxing, fining, and suing excessively large private university endowments, and we will then use that money to endow a new institution… Its mission will be to make a truly world-class education available to every American, free of charge, and do it without adding a single dime to the federal debt.”

Considering more than 70 million American students are enrolled in school, from K-12 to college , let’s hope the candidates get a chance to debate their ideas and their differences on Tuesday.

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What Students Are Saying About How to Improve American Education

An international exam shows that American 15-year-olds are stagnant in reading and math. Teenagers told us what’s working and what’s not in the American education system.

By The Learning Network

Earlier this month, the Program for International Student Assessment announced that the performance of American teenagers in reading and math has been stagnant since 2000 . Other recent studies revealed that two-thirds of American children were not proficient readers , and that the achievement gap in reading between high and low performers is widening.

We asked students to weigh in on these findings and to tell us their suggestions for how they would improve the American education system.

Our prompt received nearly 300 comments. This was clearly a subject that many teenagers were passionate about. They offered a variety of suggestions on how they felt schools could be improved to better teach and prepare students for life after graduation.

While we usually highlight three of our most popular writing prompts in our Current Events Conversation , this week we are only rounding up comments for this one prompt so we can honor the many students who wrote in.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

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Jill Biden and Lloyd Austin visit an Alabama base to tout expanded military benefits

First lady Jill Biden, center, and Defense Secretary Lloyd Austin, left, watch four and five-year-olds build with blocks at a military early childhood education program at Maxwell Air Force Base in Alabama, Friday, Sept. 13, 2024. (AP Photo/Tara Copp)

First lady Jill Biden and Defense Secretary Lloyd Austin watch four and five-year-olds build with blocks at a military early childhood education program at Maxwell Air Force Base in Alabama, Friday, Sept. 13, 2024. (AP Photo/Tara Copp)

First lady Jill Biden is greeted by Charlene Austin as she arrives at Maxwell Air Force Base in Alabama, as Defense Secretary Lloyd Austin and others look on, Friday, Sept. 13, 2024. (AP Photo/Tara Copp)

Defense Secretary Lloyd Austin and his wife Charlene, arrive at Maxwell Air Force Base in Alabama, Friday, Sept. 13, 2024. (AP Photo/Tara Copp)

FILE - First lady Jill Biden walks on the South Lawn of the White House in Washington, July 7, 2024. (AP Photo/Susan Walsh, File)

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WASHINGTON (AP) — First lady Jill Biden and Defense Secretary Lloyd Austin traveled Friday to Maxwell Air Force Base in Alabama to highlight programs that the Pentagon and White House are rolling out to improve service members’ quality of life as well as early childhood education in the military.

Biden and Austin visited a pre-kindergarten program the first lady has championed that funds universal preschool for children aged 3 and 4. The administration plans to expand it beyond military facilities and into education systems nationwide.

She said the program at Maxwell Elementary School — which provides full-day pre-kindergarten care for military children —“is part of the blueprint for making high-quality preschool available to every 3- and 4-year-old in America.”

In the on-base classroom, children identified letters, and once they did, got to feed a green paper dinosaur that Austin and Biden took turns holding. The kids also sang a song about frogs.

Austin said the Pentagon is looking at new ways to give service members more support to address higher prices for goods and housing. He has made improving troop quality of life a goal during his time as defense secretary.

To that end, the Pentagon is increasing the number of days that military families can stay in paid temporary housing when they move from base to base in response to concerns that it’s been difficult to find off-base housing in competitive real estate markets. Austin also is looking at increasing the amount of money troops receive to cover uniform costs.

“We heard loud and clear that the families juggling work and raising kids need affordable child care and quality early childhood education,” Austin said.

His aim is to retain service members and show prospective recruits that the programs the Pentagon offers to support a military career, including more housing help, career assistance for spouses and pay raises.

Earlier this year, the Army, Marine Corps and Air Force reported they expect to meet recruitment goals for this budget year, but the Navy said it may fall short.

It has become more difficult for the military to recruit young people to serve. Fewer families have a direct connection to the military and more young people fall short of the fitness requirements to qualify.

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Breaking news, what happens in disney stays in disney: nyc educrats took own kids to magic kingdom on trips meant for homeless students.

Six Department of Education employees used “forged permission slips” to take their own kids and grandchildren to Disney World and on other city-funded trips meant for homeless students, investigators alleged.

The secret perks robbed some of the city’s most disadvantaged kids of a chance to enjoy the Magic Kingdom — a trip that cost $66,000 for 50 or so adults and kids, a staffer said — and other multiple-day trips in 2016 to 2019 to Washington, D.C; New Orleans; Boston; upstate Rocking Horse Ranch Resort; and Frost Valley YMCA campground, according to a newly released report by the Special Commissioner of Investigation for city schools.

Linda M. Wilson, a Queens supervisor of DOE’s “Students in Temporary Housing,” took her own two daughters on trips, and encouraged colleagues to take their sons, daughters and grandkids, but tried to cover up the shady practice when SCI started asking questions, the SCI report said.

“What happens here stays with us,” Wilson allegedly told co-workers.

“She said everyone should stick to the same story that we did not take our children on the trip,” an employee told The Post.

“She told us to lie to the investigators.”

While some homeless students attended the trips, the staffers’ kids took up valuable spots.

One DOE educator “had to beg Wilson to allow him to add two of his students” on a trip to Disney World while Wilson and several staffers she supervised brought family members, the SCI said.

“Taking money meant for homeless students is extremely inappropriate,” said Naveed Hasan, a Manhattan public-school parent and member of the city’s Panel for Educational Policy who advocates for students in need of housing. “I’m shocked.”

Family members are not allowed on field trips, even if the DOE is reimbursed for their expenses, Chancellor’s rules state. 

Wilson and other staffers used the names of homeless students to fabricate permission slips, then forged parent signatures on the paperwork, witnesses told investigators. 

“Few of the homeless students listed on the paperwork actually attended the trips,” a whistleblower told the SCI.

At first, Wilson used a DOE contractor to book transportation, hotels, food and activities.

The city paid for the trips with a $300,000 federal grant from the National Center for Homeless Education meant to give kids enrichment and incentives to improve their attendance or academics.

Wilson supervised about 20 staffers who worked with students in temporary housing, defined as those living in a shelter, car, park or abandoned building. 

Last year, a record 119,320 NYC students—roughly one in nine kids enrolled in public schools —experienced homelessness, according to Advocates for Children of New York.

Most out-of-town trips included four to six staff members as chaperones, and one or two buses for about 30 kids each, the SCI report says.

The buses alone cost about $2,700 each per trip, a staffer said. Those who went to Disney took the train.

Wilson would decide which staff members could attend a trip, assign students to each staff member to chaperone, then replace spots assigned for those students with staff members’ kids, the SCI said.

Wilson planned trips to colleges, including Washington D.C.’s Howard University i n 2019, purportedly so homeless kids could tour campuses.

But she didn’t contact the colleges to arrange visits, the SCI alleges.

On a three-day trip purportedly to see Syracuse University in June 2018, the DOE group only ate lunch on the upstate campus, the report says. Then they left for Niagara Falls, more than three hours away.

After planning numerous trips, Wilson abruptly canceled a visit to Philadelphia in 2018 when she was required to process the payments for trips directly through the DOE, instead of going through a contractor.

Wilson, whose last salary was $99,726, brought one or two of her daughters on trips, the SCI said.

Other staffers accused of bringing family members are Mishawn Jack, who took two daughters; Shaquieta Boyd, who took a daughter; Virgen Ramos, who took two granddaughters; Maria Sylvester, who took two daughters, and Joanne Castro, who took two sons.

Boyd was fired, but blamed Wilson: “The supervisor in charge not only gave me permission, she encouraged it, and I had no reason to believe that this was against the rules.”

After completing its probe in January 2023, the SCI recommended Chancellor David Banks terminate all six employees and require them to pay restitution, with the amounts to be determined by the DOE.

The DOE also fired attendance teacher Mishawn Jack on Sept. 5, 2023, records show.

In a settlement last month with the city Conflicts of Interest Board , Jack admitted using slots intended for homeless kids to take her two daughters to see the Broadway show “Wicked” and on a trip to Washington, D.C. in 2016 — excursions she was hired to chaperone.

Jack agreed to pay a $1,200 fine, which the COIB  slashed from $3,000, the approximate cost of the trips, due to the “financial hardship” of losing her job.

She also blamed taking the perks on Wilson, saying she “told staff they could bring family members,” according to the COIB settlement.

Reached this week, Wilson flatly denied that her daughters attended trips and that she allowed staff to bring their own children. She insisted that DOE’s “checks and balances” would have prevented such abuses, and called the SCI probe “a witch hunt.” 

Wilson, 63, said she wasn’t terminated, but retired from the DOE.

The DOE would not say whether anyone was disciplined or paid restitution. “All staff identified in this report are no longer employed by New York City Public Schools,” said spokeswoman Jenna Lyle.

The SCI decided not to refer the cases for criminal prosecution, citing “the lack of available documentation,” a spokesperson said.

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