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Importance Of School Essay | Essay on Importance Of School for Students and Children in English

February 7, 2024 by Prasanna

Importance Of School Essay: Education is one of the most important tools in our modern society. This is because education enables an individual to transform from an unskilled individual to a highly productive individual that can contribute to society. From the perspective of students, education can either be enjoyable or tedious. Regardless, it is important for their future, as well as the future of society. Moreover, education ensures that an individual is capable of earning a livelihood. This is done by imparting basic and essential skills which can be useful from a professional perspective.

Students can also find more  English Speech Writing  about Welcome Speeches, Farewell Speeches, etc

Essays are part of the academic curriculum and enable students to express their views on a plethora of topics. Some of these may be abstract while others may reflect real-world issues. In this article, we shall help you draft an essay about the importance of school, its guidelines, samples and more. We shall also reflect on current issues that plague the education system in India.

Importance Of School Essay Guidelines

Following are important guidelines to be followed when drafting an essay. Doing so will ensure that you can secure more marks and also deliver a good essay.

• Always do adequate research. This enables you to write in-depth content and also articulate effectively
• Prepare an outline of your essay. Doing so will enable you to provide form and structure to your essay
• Divide your essay into sections. This ensures that your essay is organised and easy to navigate for the reader
• Provide examples if necessary. State facts and numbers to support your opinion
• Avoid using jargon, slang and informal words. Doing so can make your essay seem unprofessional
• Avoid redundancy – this can include repeating the same points or ideas more than once in your essay
• Providing specifics – such as names, details and years, can provide context and ensure your essay becomes more meaningful.
• Lastly, if time permits, proofread your essay for grammar and spelling. Such errors can make even a well-written essay lose credentials/marks.

Sample Essay on Importance of School 500 + Words in English

Following is a sample essay about the topic – Importance of school. It has been drafted as per the above-mentioned guidelines. Feel free to use this essay and edit it according to your needs and preferences.

Spending 8-10 hours a day at a school learning new things might seem mentally exhausting. But for students, education is one of the most important things they need to focus on. However, we need to first understand the meaning of education:

Education is defined as the process of acquiring knowledge, values, skills, morals and beliefs. It happens through methods like teaching, training, storytelling, discussion and more. Usually, these methods are facilitated by teachers, trainers or educators. However, learners can also educate themselves. Furthermore, imparting education can happen formally or informally. Formal methods of education are commonly divided into stages such as kindergarten, primary, secondary, pre-university, university or apprenticeship. Informal education happens outside a formal setting – and these include libraries, museums and also homeschooling. Now that we have understood the meaning and methods of education, we shall explore their impact on society.

For eons, education has been seen as an instrumental tool that is capable of instilling social change and catalyse economic advancements, especially in developing countries. Even to this day, education helps people to carve out a life of their own – ending poverty and promoting economic growth. Hence, it is imperative that students learn the importance of education and embrace the same. Some students may not like formal education systems such as schools and colleges. This is due to the fact that this type of teaching may not be effective for all. Regardless, education is still an important tool to have when it comes to sustainability. India is currently a developing country, with millions of students graduating college every year. Compared to the last few decades, the number of students attending schools has exponentially increased. This has resulted in India’s economy booming ever since.

At the individual level, education helps a child to understand the world around them. It imparts knowledge and skills which might one day prove very useful. Moreover, education also imparts important values and moral beliefs. As an individual, this is paramount for personal growth and development. Another important aspect about education is that it enables children to socialize – such as students meeting other students and teachers. Basic education (primary and secondary) are essential if one wishes to pursue higher education. Hence, education could be seen as a kind of “ladder to success”. Lastly, education helps people to find employment, or become self-employed. Granted, one may not need a college-degree to start a business, but having basic education is a stepping stone to running a successful business. Many founders of billion-dollar companies are college dropouts. But this did not mean they are not educated. In fact, they may educate themselves, read books, and constantly keep learning new things, even if they only studied till high school. The point to take away from this is: even if education stops, learning must never stop.

In conclusion, school is one of the most important events you can come across in your life. It can help you build a career path, and also ensure that you are never without an option. Furthermore, there are various outlets that one can explore, be it math, science or even humanities. Lastly, schools help to develop and grow – it provides character and imparts morals beliefs.

FAQ”s on Importance Of School Essay

Question 1. Why is school important?

Answer: Schools impart basic education, which can act as a foundation for students – influencing their future career paths and more importantly, employment opportunities.

Question 2. What is the most important purpose of school?

Answer: Besides providing education, schools also impart important values and moral beliefs, and these will help mould children into responsible adults.

Question 3. Should you stop going to school?

Answer: If you stop going to school, or prevent something from going to school, you are essentially taking away an important aspect of your life. This can have consequences as you age, affecting your chances of employment as well as making a livelihood.

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DepEd Guidelines on Checking of School Forms

The Department of Education (DepEd) hereby prescribes the standard process and protocols in the preparation, evaluation, and updating of school forms conducted at the end of every school year to provide a reliable assurance mechanism of learner information, ensure the quality and timeliness of school reports, and reduce the resources spent for clerical and records management.

March 07, 2018

DepEd Order No. 11, s. 2018

Table of Contents

GUIDELINES ON THE PREPARATION AND CHECKING OF SCHOOL FORMS

Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Secretary, ARMM Regional Directors Schools Division Superintendents Public and Private Elementary and Secondary School Heads All Others Concerned

• The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms for the preparation, updating and evaluation of school forms in basic education starting end of School Year 2017-2018.
• The mechanisms and simplified procedures prescribed by these guidelines are anchored on the principles of accountability, accuracy and reliability of data, and efficiency. They shall reduce the time and effort of school personnel spent for clerical tasks and records management without compromising the accuracy of the learners’ information and quality of school forms.
• All existing Orders, Memoranda, and related issuances inconsistent with this Order are hereby repealed, rescinded, or modified accordingly.
• Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES Secretary

(Enclosure to DepEd Order No. 11, s. 2018)

Guidelines on the Preparation and Checking of School Forms

The preparation and checking of school forms, undertaken to ensure the quality and consistency of learner information, are among the critical activities conducted at the end of every School Year (SY). Prior to the issuance of DepEd Order (DO) No. 4, s. 2014 entitled “Adoption of the Modified School Forms (SFs) for Public Elementary and Secondary Schools Effective End of School Year 2013-2014”, the preparation of forms was tedious and took up a significant amount of time and effort on the part of teachers. This burden was substantially lessened with the issuance of the said policy which replaced the manual preparation of forms with the introduction of streamlined and electronic school forms made available for download from the Learner Information System (LIS). Since the electronic school forms utilized in all schools nationwide are pre-loaded with auto-generated information based on the most recent available records and are not to be modified or edited outside the system or through a spreadsheet, the consistency and accuracy of reporting school data were significantly improved.

Using the system-generated forms in both the preparation and checking of school forms, which involves manual reading and checking of encoded learner’s information, shall likewise standardize and simplify the process. The findings from these activities such as errors in prior input of learner information shall also guide the entry of updates in the LIS. This ensures the consistency and reliability of the system in generating forms which contain information that is accurate, updated, and useful for evidence-based assessment, planning, and allocation of resources.

Statement of the Policy

The Department of Education (DepEd) hereby prescribes the standard process and protocols in the preparation, evaluation, and updating of school forms conducted at the end of every school year to provide a reliable assurance mechanism of learner information, ensure the quality and timeliness of school reports, and reduce the resources spent for clerical and records management. This Policy adheres to the Department’s vision, mission, and core values, and subscribes to the principles of accuracy and reliability of data, efficiency, and accountability.

Scope of the Policy

This Policy shall guide personnel involved in the preparation, checking, and updating of school forms through the LIS in DepEd offices across governance levels, public and private schools, and state and local universities and colleges (SUCs/LUCs) offering basic education.

This Policy also provides an assurance mechanism to ensure that data and information being managed and generated through the LIS are updated and validated at both the School and Division levels.

Definition of Terms

For purposes of this Policy, the following terms are defined and understood as follows:

• Enhanced Basic Education Information System (EBEIS) – The official website and portal of DepEd that maintains a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers
• Learner Information System (LIS) – A web-based system for registering, enrolling, tracking, and maintaining data on learners in formal and non-formal systems of basic education
• Learner Reference Number (LRN) – A unique twelve-digit identification number generated from the LIS and assigned to a learner to keep track of his/her progress through the basic education cycle, regardless of transfer to another school or learning center in the public or private sector and promotion/moving up from the elementary to the secondary level
• Transferred in – Learners from a different school enrolling into the school within the school year
• Transferred out – Learners from the school enrolling into a different school within the school year
• Moved in – Learners from another school enrolling into the school between school years
• Moved out – Learners from the school enrolling into a different school between school years
• Temporarily enrolled – Learners who are not officially enrolled due to deficiencies in submission of documentary requirements
• School Form 1 (SF1) School Register – A list of learners who are officially enrolled and attending classes
• School Form 2 (SF2) Daily Attendance Report of Learner – A list of the learners’ daily attendance
• School Form 3 (SF3) Books Issued and Returned – A list of books and other reading materials issued to the learners, and returned to the issuing authority
• School Form 4 (SF4) Monthly Learner’s Movement and Attendance – A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months
• School Form 5 (SF5) Report on Promotion and Level of Proficiency – A list of the learners’ academic performance and result of assessment by the end of the school year
• School Form 5K (SF5K) Report on Promotion and Level of Proficiency for Kinder – A list of the learners’ result of assessment by the end of the school year for Kindergarten
• School Form 6 (SF6) Summarized Report on Promotion and Level of Proficiency – A summary number of learner status by the end of the semester and/or school year
• School Form 10 (SF10) Learner’s Permanent Academic Record (formerly Form 137) – The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle
• Schools Division Office (SDO) – The governance unit accountable for supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers at the division level
• Division Checking Committee (DCC) – The committee at the Schools Division Office responsible for the conduct of the annual checking of forms to ensure the consistency and quality of school forms
• School Checking Committee (SCC) – The committee at the school level responsible for the review and preparation of learners’ records in preparation for the annual checking of forms conducted by the DCC
• School Forms Checking Report (SFCR) – A report in a matrix format summarizing the results of the checking activity at the school, district, and division levels
• Individual Performance Commitment and Review Form (IPCRF) – The form that shall reflect the individual commitments and performance, which shall be accomplished by individual employees

DepEd Procedures of Checking of School Forms

Before checking of forms, at the division level.

Composition of the Division Checking Committee (DCC)

To facilitate the timely, consistent, and quality checking of school forms, all Schools Division Offices (SDO) shall create a DCC which shall be composed of the following:

Table 1. Composition of the DCC

The PSDS can be appointed as vice chair only to his/her assigned School District. There is no need for an additional vice chair if the district is not being supervised by a PSDS.

The CID and SGOD may deputize school personnel as representatives to cover all schools in their Division within the given schedule.

Roles and Functions of the DCC

The CID shall focus on the areas of enrollment eligibility and assessment which include promotion/retention or acceleration to ensure that the most recent policies are strictly observed.

The SGOD shall validate the enrollment count, number of school leavers (dropped out), number of learners who transferred in/out, were promoted/retained and other enrolment-related indicators. The SGOD shall also conduct spot checks or head counts of learners vis-a-vis the SF1 and SF5 as necessary. The Division System Administrator, who may be the Planning Officer or the Senior Education Program Specialist for Planning and Research, shall validate the presented SF1 and SF5 with the actual online record of the school in the LIS.

There will be no checking of forms at the District Level. But if the District has a PSDS, he/she shall provide technical assistance to all schools within his/her jurisdiction without duplicating the checking activity at the School Level. Because of the familiarity of the PSDS with the area, the PSDS shall be assigned as provisionary Vice Chair of the DCC in his/her place of assignment to provide general information about the schools and coordinate the activity with the school heads.

Initial Tasks of the DCC

The DCC shall convene to agree on the specific tasks of each member and the schedule of checking of forms. The schedule of checking should be communicated officially not less than fifteen days (15) days prior to the actual checking schedule.

The schedule of quarterly examination as stipulated in the annual school calendar shall be strictly observed. No internal advance schedule of examination shall be given for graduating/moving up levels (Grade 6 and Grade 10) as the traditional practice of ranking of honors, particularly the instruction to announce the list of honors 15 days prior to graduation is no longer applicable and deemed unnecessary as a consequence of the implementation of DO No. 36, s. 2016.

At the School Level

Initial Tasks of the Class Adviser

At the beginning of the school year, the class adviser shall collect supporting documents to establish the identity of each learner assigned to his/her advisory class. Supporting documents or references may include but are not limited to the PSA Birth Certificate, Baptismal Certificate or any equivalent document. If the learner came from another school, the class adviser shall coordinate the transfer of the Learner’s Permanent Academic Record and validate its authenticity. The guidelines for the transfer of the learner’s academic records as provided in DO No. 54, s. 2016 shall be properly observed. The class adviser shall observe due diligence in encoding the learner’s basic information into the LIS to avoid issues in data accuracy and reliability. The learner’s academic records shall be the basis of the adviser for enrolling or validating the said learner in the LIS.

After encoding all learner information in the LIS, the class adviser can generate SF1 using his/her system account. This shall become the official enrollment list of his/her class and shall be used as reference in any other reporting that requires the list of officially enrolled learners.

The class adviser shall also download SF2 from the LIS with pre-loaded names of learners. This Learner Daily Attendance Report shall be forwarded to the school head for assessment and consolidation, and to serve as reference for the consolidated report on monthly movements of learners as required in SF4 or the Monthly Learner Movement and Attendance Report.

At the end of the school year, once the computation of final rating for each learning area is done, the class adviser shall transfer these grades from his/her class record into SF10. Note that SF10 should not be prepared quarterly to avoid erasures in the document by ensuring that only final grades are recorded. The validated SF10 will be the basis for updating each learner’s status (promoted, conditionally promoted or retained) in the LIS as of end of school year. Provisions stipulated in DepEd Order No. 58, s. 2017 Section IV, paragraphs D & E and DepEd Order No. 69, s. 2016 Section IV, paragraph B shall be strictly observed. SF5 and SF6 or the Report on Promotion and Level of Proficiency and the Summarized Report on Promotion and Level of Proficiency, respectively, for each class can be generated from the LIS using the school level access accounts.

The SF5K shall be used for Kindergarten as validated by the Early Childhood Care and Development (ECCD) Checklist post-test result and the Kindergarten Progress Report. Class advisers in Kindergarten are not required to prepare SF10-ES (formerly Form 137).

These four (4) SFs (SF1, SF4-February & March, SF5 and SF6) generated from the LIS shall be the focus of checking and should be supported by the appropriate documents.

For graduating/moving up levels (Kinder, Grades 6, 10, & 12), the class adviser shall also prepare awards and/or certificates in accordance with DO No. 36, s. 2016 or the most recent applicable guidelines. The learner information on these awards and certificates should be checked against the SF1 for consistency.

Composition of the School Checking Committee (SCC)

A checking committee shall also be created at the school level with the school head as the Chair. As SCC Chair, the school head shall determine the membership of the SCC. There will be two (2) Vice Chairs at the SCC. The ICT Coordinator or the School System Administrator/s for LIS/EBEIS shall serve as the Vice Chair for Enrollment Counts and Learner Profile. The school head shall also appoint the most capable school personnel as Vice Chair for Curriculum and Assessment. The Vice Chair for Enrollment Count and Learner Profile will focus on LIS-related issues and school report generation while the Vice Chair for Curriculum and Assessment will ensure that the content of school forms and reports are compliant with the policies related to enrollment eligibility, curriculum, promotion, and retention.

There is an advantage if the school Monitoring and Evaluation (M&E) team (if already functional) shall be included in the membership of the SCC.

Schools with three (3) or more sections in each grade level may organize subcommittees comprised of the class advisers and other subject teachers.

Roles and Functions of the SCC

The SCC is expected to conduct a pre-checking activity involving the thorough review of all learner’s records for all classes in preparation for the scheduled checking of forms with the DCC.

The SCC is also tasked to communicate with the DCC regarding the schedule for the checking of forms and other necessary arrangements. It is also the responsibility of the SCC to discuss the result and findings of the DCC during the checking.

Upon completion of all requirements and relevant documents, class advisers and school heads shall perform the following:

Table 2. Summary of Tasks and Reference Documents at the School Level

During Reading and Checking of Forms

Immediately after the tabulation of 4th quarter examination results for grade levels that shall move up/graduate (Kinder, Grades 6, 10, & 12) has been processed and recorded in the appropriate forms, the SCC shall start the school-level checking. This may be done through sub-committees per grade level in large schools or whatever structure deemed efficient in small schools.

The review shall focus on the accuracy of the learner profiles and enrollment eligibility using reliable references such as but not limited to the Birth Certificate, Learner’s Permanent Academic Record (SF10 formerly Form 137), or appropriate certifications.

The findings of the SCC should be communicated to the concerned class adviser in order to improve his or her preparation of reports. Commendation should also be given when it is due.

Electronic forms pre-loaded with learner information and their general averages downloadable from the LIS are not subject for editing manually or outside the LIS. Any correction shall be done in the SF1 and eventually in the Learner’s Profile module in the LIS. Print layout, order or arrangement of the list of learner’s names should likewise not be edited. The format and content of systemgenerated SFs are considered final and official. Commercialized electronic school forms as mentioned in DO No. 58, s. 2017 Section VII (Special Provision), shall not be recognized nor accepted. To ensure that only SFs generated from the LIS are being presented during the checking of forms, the designated LIS or ICT Coordinator is required to sign or initial each SF.

SF10 and SF9 (formerly Forms 137 and 138, respectively) shall be manually updated and must be consistent with the SF5 and other documents. For easy reference and cross-checking, beginning SY 2018-2019, the arrangement of learners’ names in the SF9 (formerly Form 138) should be written the way it was generated in the SF5. Currently, the system-generated SFs print the name of learners in this order: last name, first name, name extension, and middle name. For uniformity and correct recording, the extension name (if any), must be encoded in LIS in the separate data field for extension name regardless of the order in which it appeared in the Birth Certificate or other related document.

Awards and certificates for learners in graduating/moving up levels (Kinder, Grades 6, 10, & 12) should be checked against the SF1 for consistency.

Once the SCC has completed the checking of forms for all classes in all grade levels, the SCC shall accomplish the School Forms Checking Report (SFCR1) attached as Annex 1a. The data elements description is attached as Annex 2. Errors and inconsistencies observed by the SCC should be communicated to class advisers for adjustment in the LIS. Effective SY 2018-2019, the SFCR of the previous School Year can be used as reference to determine progress or improvement of the current School Year.

The results of the checking as obtained from the SFCR may be used as reference or means of verification (MOV), whenever appropriate, in accomplishing relevant information in the Individual Performance Commitment and Review Form (IPCRF) of teachers.

Selection of Classes for Checking of Forms

The DCC shall conduct the Division Level Checking of Forms for grade levels that shall move up/graduate (Kinder, Grades 6, 10, & 12) prior to the school’s schedule for the moving up ceremony/commencement exercises. The checking for other grade levels may start after the 4th quarter examination until the 2nd week of April. The DCC should also notify the SCC of this schedule.

Kinder, Grade 1, Grade 6, Grade 7, Grade 10, Grade 11, and Grade 12 shall be the priority grade levels for checking. Thus, more sections in these grade levels shall be subjected to the checking of forms. Table 3 below provides a guide on how to determine the number of sections that shall be checked for each school type:

Table 3. School Size Sampling Guide

*The parameter used for this school classification is the combined enrollment of Kinder, Grade 1 and Grade 6 for Elementary School. For Junior High School, it is the combined enrollment of Grade 7 and Grade 10. For Senior High School it is the combined enrollment of Grade 11 and Grade 12. The school classification defined in this policy is intended solely for the grouping of schools for the annual checking activity and shall not affect other existing school classification criteria.

For schools categorized as Very Small, all classes of priority grade levels shall undergo the checking of forms. The minimum number of classes in other grade levels that shall undergo checking shall be determined through drawing of lots.

For schools categorized as Small, Medium, Large, Very Large, and Huge, the minimum number of classes of priority grade levels that shall undergo the checking of forms shall be determined through drawing of lots. For other grade levels, the classes that will be subjected for checking shall also be determined through drawing of lots as proportioned.

For grade levels with classes less than the required minimum number, no drawing of lots is necessary. All classes shall undergo checking of forms.

Procedure for Drawing of Lots

The DCC shall ensure that all classes in the SF6 are also reflected in the SFCR1 signed by the SCC. All classes in all levels shall be included in the list of classes to be raffled for drawing of lots. The raffle shall be conducted by the DCC, and must be done in the presence of the SCC on the actual day of checking, ensuring the representation of priority and other grade levels as provided in Table 3. No raffle or drawing of lots shall be made prior to the day of actual checking.

Paramount Considerations in the Checking of School Forms

Since only the LIS-generated school forms shall be presented, it is unnecessary to retype/reformat the name of learners. The format and order of learners’ names in the LIS-generated school forms are considered final and official. The system shall also determine the margins, font name, font size and placement of the extension name if any. Modifications such as the insertion of additional column/s is/are not allowed.

For printing, A4 (8.27” x 11.69”) or Long/Folio (8.5” x 13”) size white bond paper may be used depending on its availability in the school. Forms shall be printed using black ink.

The DCC need not be particular on these “cosmetic” aspects, but should focus instead on the accuracy and consistency of learner information across all reports and against relevant reference documents.

The DCC shall focus on the following:

Check the availability of supporting documents for entry grade levels (Kinder, Grade 1, Grade 7, and Grade 11) and learners who transferred in or moved in for other grade levels.

Table 4. Supporting Documents for Entry Grade Levels

Check the correctness of the following school forms and certificates for Grade 1 and exiting grade levels (Kinder, Grades 6, 10, & 12).

Table 5. Focus Areas for CID

Be reminded that the List of Graduates and documents/reports in relation to the ranking of honors are no longer required.

Should there be discrepancies in the learner’s profile (e.g. Birth Certificate vis-a-vis the SF1), the necessary adjustments must be made by the class adviser/School System Administrator in the LIS. If there are discrepancies between the SF5 and the SF10, the Class Record of the class adviser may be presented for validation. As the Vice Chair of the SCC, the ICT Coordinator or School System Administrator for LIS/EBEIS shall ensure that all discrepancies found during the checking are reconciled and that the corresponding adjustments are applied in the LIS.

Check the information on enrollment count and learner movement.

Table 6. Focus Areas for SGOD

Diagram 1: Focus Areas of Checking and Means of Validation

Fill out the School Forms Checking Report (SFCR1).

At the end of the checking of forms, the committee’s findings shall be consolidated in an observation report using the SFCR1. The DCC shall prepare an SFCR1 in three (3) copies, reflecting only the classes that they reviewed. The entries in the templates, particularly the level of correctness or accuracy, shall be discussed by the committee en banc before communicating them to the SCC. The summary report shall substantially focus on the following:

Number of Learner’s Records

• no. of learner’s records examined/reviewed
• no. of learner’s records with inconsistent information in one or more school forms or reference documents
• no. of learner’s records without one or more reference documents such as the Birth Certificate and SF10 (formerly Form 137) from public schools

Note that Temporarily Enrolled learners e.g. have pending transfer of SF10 (formerly Form 137) should not be included in Tables 1 and 2 of the SFCR1.

For transferred/moved in:

• no. of learners with SF10 received within 30 days upon enrollment of the learner
• no. of learners without SF10 from the originating school, indicating the reason for the pending transfer of the said document and the name of the school

All learners who transferred/moved in shall be recorded in Tables 3 and 4 of the SFCRI.Note that PEPT/PVT or ALS-A&E Certificate holders shall not be included in the count.

Effective SY 2018-2019, the SFCR prepared and signed by the DCC of the previous School Year can be used as reference during checking to determine progress or improvement of the current School Year.

DOWNLOAD: School Form Checking Report (SFCRs) Excel Template

Specific Technical Assistance provided by the DCC

The DCC is required to provide technical assistance to schools with difficulties and ensure that all concerned school personnel are well informed of any development relative to the preparation of school forms. As such, the content of the report should be discussed by the DCC with the SCC and the concerned class advisers as part of the checking activity. A copy of the SFCR1 prepared and signed by the DCC shall be provided to the school and another copy to the PSDS.

Summary of Findings and Recommendations

The DCC should prepare a narrative report of the findings observed in all schools as supported by figures/statistics recorded in the SFCR1. Common issues encountered such as but not limited to late or incomplete submission of supporting documents, transfer of SF10 (formerly Form 137), challenges or confusion caused by a specific provision of a policy related to enrollment, assessment or curriculum, utilization of commercialized and unauthorized electronic school forms, if any, are to be highlighted. The issues shall be presented with recommendations from the committee on how to manage or address the observed challenges. Non-compliance with the special provision of Deped Order 58,s.2017 (Commercialized Electronic Forms) shall also included in this report. If good practices/strategies proven effective in one or more schools are observed, these should also be included in this report. The SCC and the PSDS shall also be given a copy of the report.

Flowchart 1: Standard Process and System Validation

It is important for the DCC to ensure that the checking of forms does not pose additional burden to teachers, but instead enables them to produce quality reports. The SFCR prepared and signed by DCC shall be discussed with the SCC. As the SCC Chair, the school head shall affix his/her signature to signify his/her agreement with the report.

Post Checking

Findings, observations, and recommendations from the DCC recorded in the SFCR1 may be included in the agenda for the next school-based Learning Action Cell (LAC) session.

The school head, with the technical assistance of the School System Administrator, shall ensure that all adjustments made during the checking are reflected in the LIS.

Within five (5) working days after the checking conducted by the DCC, the school shall submit one duly signed original copy of the SF4, SF5, and SF6. No additional report other than what has been stipulated shall be required from the school for submission to the DCC.

The PSDS shall consolidate the SFCR1 of all schools in his/her School District and compute the District Accuracy Level to be recorded in Table 1 of the Consolidated District School Forms Checking Report (SFCR2) attached as Annex 1b. For School Districts with no PSDS, the DCC shall prepare the SFCR2. The SFCR2 must be signed by the Chair and members of the DCC.

The SFCR2 for all Districts shall then be consolidated by the DCC. This shall be the basis for computation of the Division Accuracy Level to be recorded in Table 1 of the Consolidated Division School Forms Checking Report (SFCR3) attached as Annex 1c. This may be used as reference in assessment reports pertaining to school data management and LIS/EBEIS housekeeping performance of the school and the SDO. The DCC must submit the SFCR3 with the official report of findings and recommendations to the office of the Schools Division Superintendent not later than the second Monday of May at the end of each school year.

Other Provisions

Simple food or refreshments served during the checking of forms by the DCC may be charged against school Maintenance and Other Operating Expenses (MOOE) or school canteen funds, subject to the usual government accounting and auditing rules and regulations. Under no circumstances shall the checking of forms place undue financial burden on the teachers or learners, and no contribution in any form shall be collected from them.

Transportation expenses incurred by the DCC or of their deputized representatives may be reimbursed against SDO funds, subject to the usual government accounting and auditing rules and regulations.

The SCC and DCC should NOT require the class adviser to prepare and submit the following school forms:

a. Obsolete School Forms

Forms that were replaced by modified school forms through DO No. 4, s. 2014 are no longer required to be prepared at the school level, such as but not limited to the List of Graduates, Form 18 (Report on Promotion), Form 3 (Principal Report of Enrollment & Attendance), Form 19 (Assignment List of Teachers), and Form 29 (Teacher’s Program).

b. Local Forms for Ranking of Honors

The SF5 upon validation against the SF10, and if necessary, cross-checked with the class record, can be used to evaluate and determine the learners who are candidates for honors and other citations. Schools are not required to prepare additional local forms for the ranking of honors since, as previously mentioned, the traditional practice of ranking has not been applicable since SY 2016-2017. The provisions stipulated in DO No. 36, s. 2016 or in existing applicable guidelines should be observed.

c. Additional Requirements

Locally developed forms with similar data elements to phased out forms should not be required for preparation and submission. Any requirements not stated in this Policy shall first be submitted to the Regional Office – Curriculum and Learning Management Division (RO-CLMD) and to the Policy, Planning, and Research Division (RO-PPRD) which shall communicate their recommendation to the Planning Service at the Central Office for clearance.

The definition of Moved In/Out as stated in DO No. 3, s. 2018 Basic Education Enrollment Policy Section IV Definition of Terms (items E & F) is being clarified to refer to migration of learners in and out of the school between school years.

Monitoring and Evaluation

Strict compliance with this Policy and other appropriate provisions in DO No. 4, s. 2014 and with the existing applicable guidelines on school forms shall be jointly monitored by the SGOD – School Management M&E Unit and the CID of all SDOs nationwide. The Policy, Planning, and Research Division (PPRD) at the Regional Office shall also conduct policy compliance monitoring and address policy implementation issues. All unresolved issues on the provisions of this Policy shall be elevated to the Planning Service at the Central Office.

Effectivity

This policy shall take effect beginning SY 2017-2018 immediately upon publication in the DepEd official website and shall remain in force and effect, unless sooner repealed, amended, or rescinded.

DepEd Order No. 3, s. 2018, Basic Education Enrollment Policy

DepEd Order No. 58, s. 2017, Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records

DepEd Order No. 54, s. 2016, Guidelines on the Request and Transfer of Learner’s School Records

DepEd Order No. 36, s. 2016, Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

DepEd Order No. 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

DepEd Order No. 4, s. 2014, Adoption of the Modified School Forms (SFs) for Public Elementary and Secondary Schools Effective End of School Year 2013-2014

DepEd Order No. 33, s. 2013, Learner Information System (LIS) Data Housekeeping and Implementation for School Year (SY) 2013-2014

DepEd School Forms Checking Report

Code: SFCR1 for School, SFCR2 for District, and SFCR3 for Division

Schedule: End of School Year

Instructions:

This form must be accomplished by the checking committee during or after the checking of school forms.

For Table 1 and Table 2, do not include learners who are temporarily enrolled e.g. with pending transfer requests of the SF1O (formerly Form 137).

For Table 3 and Table 4, do not include PEPT/PVT or ALS-A&E Certificate holders.

For Table 3, indicate the number of temporarily enrolled learners from both public and private schools. Use an additional sheet if needed.

For Table 4, list all temporarily enrolled learners without SF1O.

The PSDS shall consolidate the SFCR1 of all schools in his/her School District and compute the District Accuracy Level to be recorded in Table 1 of the Consolidated District School Forms Checking Report (SFCR2) attached as Annex lb. For School Districts with no PSDS, the DCC shall prepare the SFCR2.

The SFCR2 for all Districts shall then be consolidated by the DCC. This shall be the basis for computation of the Division Accuracy Level to be recorded in Table 1 of the Consolidated Division School Forms Checking Report (SFCR3) attached as Annex lc. The duly signed SFCR3 along with the Summary of Findings and Recommendations (narrative report) must be submitted to the Office of the Schools Division Superintendent not later than the second Monday of May at the end of each school year.

Data Element Descriptions

READ: GENERAL REMINDERS ON THE PREPARATION AND CHECKING OF SCHOOL FORMS FOR SY 2018-2019

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

2 thoughts on “DepEd Guidelines on Checking of School Forms”

Good day! Kung ang student po ay may 2 subject for remidial tapos 1 lang ang naipasa nya. Qualified po ba ito sa next grade level?

Hello. What to do when the student is promoted but when I enroll it shows the No Status? Thank you

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Why is School Important? (16 Best Reasons)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

A good education is the basis for a number of important life skills. It is not only a foundation for knowledge, but also the development of social skills, civic participation, and independence .

Here are 16 reasons school is important.

• School facilitates learning
• School provides opportunity to the poor and disadvantaged
• School teaches personal responsibility
• Students develop reading and writing skills
• School opens up career options
• Helps students develop a sense of self
• School prepares students for the future
• School teaches critical thinking and problem solving
• School teaches collaboration
• A functioning education system benefits the economy
• School instils a sense of cultural and national identity
• School exposes children to a diversity of views
• Teaches conflict management skills
• It leads to higher average incomes
• It helps build social capital
• It provides babysitting (Yep – read this one.)

The educational system, with all its flaws and detriments, is and forever will remain one of the most important human endeavors. The rest of this article will explain the top reasons school is crucial to learning.

Why is School Important?

1. it facilitates learning.

The fundamental purpose of education is to ensure the members of a society have a basic education. As a result, this should also be listed as the first reason school is important.

When you go to school, you’re educated by people who are trained specifically in how to maximize learning. These people – teachers – will create lessons that are at just the right education level for students, so the students are challenged but not given tasks that are too hard that they give up.

The teachers will also, ideally, create lessons that are engaging and entertaining, which helps people to learn.

Furthermore, a curriculum is used in the education system to ensure the student gets a thorough and wide-ranging education.

Combined, these structures within the education system enable and empower learners – and we can see: if you did not go to school, you surely wouldn’t know nearly as much as you do now!

2. It Provides Opportunity to All

Another important part of school is that it provides an opportunity for all people. If we didn’t have free public education, then people who couldn’t afford an education would not get the opportunity to get ahead in life.

School therefore forms an important function in enabling social mobility (which is the capacity for people to move from poor to wealthy, or working-class to middle-class and even higher).

While schools may never quite achieve perfection in regard to the ideal of “equal opportunity”, school still remains an important part of giving all students an opportunity to learn essential skills so they can succeed in life.

3. It Teaches Personal Responsibility

School helps students practice personal responsibility every time they’re given a deadline to meet, a project to complete, or an independent learning task.

When students leave school and enter the workforce, they will need to apply the responsibility they have learned during their education—completing assignments on time, managing group projects, and maintaining an ethical standard—to their occupation.

As such, schools often play a significant role in assigning students responsibilities and giving them the duty to uphold those responsibilities in a timely manner.

4. It Develops Reading and Writing Skills

Reading and writing are two of the most crucial life skills that we all use on a daily basis. It’s essential to communication in businesses and personal life. If everyone in society couldn’t read or write, communication would be much harder, and we’d all be poorer for it.

School demonstrates its importance in that it not only teaches students how to read and write at an early age, but it also continues to develop those skills throughout their entire educational journey.

Even fields outside of language studies rely on reading and understanding communications, as well as effective writing. Thus, these basic skills are instilled and reinforced in school on a daily basis.

5. It Opens Up Careers

In the long term, one of the most important feats of schooling is that it opens up career opportunities for students.

Whether it’s the fundamental skills learned in high school to an industry-specific degree at a university, there are countless ways that school prepares students for occupational careers.

Of course, the most relevant accomplishment is instilling the necessary knowledge students need to perform their jobs effectively. Many jobs require prerequisite knowledge, and school creates the ideal environment to glean that knowledge and then apply it to an occupation.

6. Helps Students Develop a Sense of Self

A lot of students will struggle in some areas of school, and that’s completely normal. Struggling through difficult subjects (and achieving success in others) helps you to learn what you’re naturally good at, and what you don’t particularly enjoy.

Without a holistic, wide and learning what subjects appeal to them of the most difficult aspects of being a student, especially in college-level courses.

Throughout this process, students will learn their niche skills and develop an understanding of how they process information, a self-recognition that is vitally important in considering what skillset they want to pursue.

7. It Prepares Students for the Future

Good schools are designed to be future-facing. They think about the challenges and opportunities of the future and make sure students are prepared for them.

We can see, for example, that many schools were very eager in the early 2000s to bring computers and the internet into classrooms in order to ensure student establish necessary digital literacy skills . This would position them well for the jobs of the 21 st Century.

Similarly, most jobs of the 21 st Century are cooperative . As a result, schools often emphasize the importance of compromise , teamwork skills , and team projects.

8. It Teaches Critical Thinking and Problem Solving

Critical thinking skills and problem-solving skills are necessary for an educated, self-governing, and functioning society.

For example, we need to be able to understand the scientific method and why science works – or else people will still be walking around believing in witchcraft.

Similarly, critical thinking is vital for evaluating the veracity of information, developing solutions to problems, and communicating with team members effectively.

Individuals who learn to think critically are generally more self-sufficient and thrive in high-demand environments where they are expected to participate in the problem-solving process .

9. It Teaches Social Skills

Schools are the key spaces in our early lives where we meet and interact with other people. Resultantly, it’s also the forum for learning social skills .

Whether it’s group projects, classroom participation, or just the sense of camaraderie that comes with having classmates, school fosters a mindset of collaboration with other people.

After all, students in the same class are learning from the same fount of knowledge. They often need to collaborate or participate in class activities to understand how to retain and apply the information.

Not only is this skill useful for retaining information more effective, but it also has merit in the workforce, where team communication is vital to the success of a business.

10. It Benefits the Economy

Education in general benefits the economy a great deal. It gives people the skills to participate productively in the workforce.

The more skilled a national workforce, the more they can get access to higher-earning jobs in the creative and service industries. A highly educated population boosts economic growth (Jorgenson & Fraumeni, 2020).

As a result, societies tend to see schools not as a sunk cost expense, but an investment. Social investment of resources into education for the next generation enables the society and its economy to flourish into the future.

11. School instils a sense of cultural and national identity

Many nations explicitly teach cultural and national identity in their schools. For example, American schools teach the pledge of allegiance. But even if it’s not explicitly taught, it is implicitly taught.

We have a word for the implicit teaching that occurs in school. It’s the ‘ hidden curriculum ’. This refers to all the subtle things we learn in school – like manners, fashion sense, and of course a sense of community identity (Alsubaie, 2015).

When we spend time with other children in the playground, we develop a sense of belonging – we are similar. We are part of the same tribe. We are one nation.

12. School exposes children to a diversity of views

If you were only homeschooled by mom and dad, you wouldn’t be exposed to alternative worldviews.

School has built-in diversity of views: from fellow school children to the diversity of views taught throughout a balanced curriculum.

Sometimes (but not always), this is exactly why people homeschool their children. Many people want to raise their children to only be exposed to a certain brand of religion or a certain political ideology.

Of course, there are many other reasons to homeschool your child – such as because you don’t like mainstream schooling teaching styles .

Nevertheless, if you were to homeschool your children, you would have to try very hard to ensure your children were exposed to a range of different types of people with different viewpoints.

13. Teaches conflict management skills

Playing in the schoolground can get rough. In fact, one possible downside of schooling is that you’ll be exposed to some cruelty from time to time from other children.

But through the adversity that children face when playing with other children in the schoolyard, they learn skills in managing conflict, engaging with people they disagree with, and developing street smarts .

Of course, we want to keep all children safe and comfortable at all times. But at the same time, realistically, children at schools will come across times when they have to deal with other kids they don’t like, and this is a learning opportunity for them that they may not get if they don’t spend so much time at school with other kids.

14. It leads to higher average incomes

Statistically speaking, incomes are higher among people with higher levels of education.

For example, the US Government found that men with bachelor’s degrees earn $900,000 per year more on average than men without bachelor’s degrees. That’s a lot of money.

This isn’t to say that there aren’t very successful people without a high education level. But it’s to say that on average you’re more likely to earn more if you’re more educated.

And this makes sense.

For example, if you have a high education level then you’ll be able to go for more competitive jobs in more specialist fields, and you’ll be a stronger candidate in job interviews.

15. It helps build social capital

If you have high social capital, you have a lot of social contacts such as friends and colleagues. If you have low social capital, you don’t know many people.

School is great for developing fundamental social capital. You meet people at school who might be able to get you in touch with someone who can give you a job. Or, they might tell you about an opportunity you didn’t know about before.

Simply: meeting people opens doors. And school is a great place to meet people.

In fact, if you go to an elite university, you have a great chance of meeting people who will be able to get you a good job after school (Martin, 2009), or who may have great contacts with the top-paying firms that hire university graduates.

16. It Provides Babysitting

Controversially, school holds a hidden value: it looks after children, which frees up parents to return to the workforce.

With more parents in the workforce, the economy can grow, and national productivity can increase.

It’s one reason why many countries now fund preschool education.

The reason this is a controversial point is that calling a teacher a babysitter is condescending and belittles the value of their job.

Of course, teachers are more than babysitters. They are professional educators – and often, highly-trained and highly-skilled at what they do.

Nevertheless, it remains true that a secondary value of education is that it frees parent up to participate in the economy as workers.

School is an institution of learning, first and foremost, serving the primary purpose of conveying information from the source to the listener.

While the model for traditional schooling has changed over the years, its importance in society has not.

Aside from providing quintessential knowledge that students need to excel in the outside world, school also instills a sense of responsibility and capability in its students.

Related Debate Topics

• Reasons School Should Start Later
• Reasons School Should Start Earlier
• Reasons Collete Athletes Should be Paid

Alsubaie, M. A. (2015). Hidden Curriculum as One of Current Issue of Curriculum. Journal of Education and Practice, 6 (33): 125 – 128.

Jorgenson, D. W., & Fraumeni, B. M. (2020). Investment in education and US economic growth. In  The US savings challenge  (pp. 114-149). Routledge.

Martin, N. D.  (2009). Social capital, academic achievement, and postgraduation plans at an elite, private university. Sociological Perspectives 52 (2): 185-210.

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1 thought on “Why is School Important? (16 Best Reasons)”

Thanks for the facts about why students must go to school.

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Guide on Documents to be Checked , School Forms and Reports to be Validated

The Department of Education (DepEd) continuously works to simplify the processes and reduce forms while ensuring that the data collected are not compromised and are integral to proper assessment, planning, and allocation of resources and intervention. In essence, reports enable teachers and the Department to identify areas of improvement and set the direction for evidence-based decisions to aid in the delivery of quality basic education. As a result, the Department has reduced 36 common school forms to 10 official school forms, which already include forms for Senior High School, and has streamlined processes – minimizing duplication and redundancy of data, and diminishing time and effort spent by teachers on work preparations. (adsbygoogle = window.adsbygoogle || []).push({}); Since varying forms required by different agencies for diverse purposes continue to emerge, DepEd is relentless in conducting reviews that will further simplify the forms and processes, thereby enabling teachers to focus more on teaching.

• Source:  Statement on DepEd’s review of Teachers’ Workload

Thus, the Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms for the preparation, updating and evaluation of school forms in basic education starting end of School Year 2017-2018

The mechanisms and simplified procedures prescribed by these guidelines are anchored on the principles of accountability, accuracy and reliability of data, and efficiency. They shall reduce the time and effort of school personnel spent for clerical tasks information and records management without compromising the accuracy of the learners’  and quality of school forms.

If you’re changing the world, you’re working on important things, you’re excited to get up in the morning.”  —  Larry Page

List of DepEd School Forms

To be prepared by class advisers.

• Mode of preparation – (Learner Information System) LIS System
• Schedule – Beginning of School Year (BoSY) and as needed
• Mode of preparation – Partially through LIS System and manual
• Schedule – Daily
• Schedule – BoSY and End of school year (EoSY)
• A list of the learners’ academic performance and result of assessment by the end of the school year
• Mode of preparation – LIS System
• Schedule – EoSY
• To be Prepared by Class adviser / MAPEH Teachers 
• Schedule – BoSY and EoSY
• Mode of preparation – Manual
• Schedule – Quarterly
• The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle
• Mode of preparation – LIS System and manual
• Schedule – Semestral

To be Prepared by the School Head

• A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months
• Schedule – Monthly
• A summary number of learner status by the end of the semester and/or school year
• List of school personnel with basic profile and teaching load/assignment
• Mode of preparation – Manual (originally designed in Human Resource Information System)
• Schedule – BoSY and as needed

— Snippets from DepEd Order No. 11 , s. 2018 — GUIDELINES ON THE PREPARATION AND CHECKING OF SCHOOL FORMS

( Section II. Statement of the Policy )

The Department of Education (DepEd) hereby prescribes the standard process and protocols in the preparation, evaluation, and updating of school forms conducted at the end of every school year to provide a reliable assurance mechanism of learner information, ensure the quality and timeliness of school reports, and reduce the resources spent for clerical and records management. This Policy adheres to the Department’s vision, mission, and core values, and subscribes to the principles of accuracy and reliability of data, efficiency, and accountability.

( Section III. Scope of the Policy )

This Policy shall guide personnel involved in the preparation, checking, and updating of school forms through the LIS in DepEd offices across governance levels, public and private schools, and state and local universities and colleges (SUCs/LUCs) offering basic education. This Policy also provides an assurance mechanism to ensure that data and information being managed and generated through the LIS are updated and validated at both the School and Division levels.

( Section IV – Definition of Terms )

For purposes of this Policy, the following terms are defined and understood as follows:

• Enhanced Basic Education Information System (EBEIS) – The official website and portal of DepEd that maintains a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers
• Learner Information System (LIS) – A web-based system for registering, enrolling, tracking, and maintaining data on learners in formal and non-formal systems of basic education
• Learner Reference Number (LRN) – A unique twelve-digit identification number generated from the LIS and assigned to a learner to keep track of his/her progress through the basic education cycle, regardless of transfer to another school or learning center in the public or private sector and promotion/moving up from the elementary to the secondary level
• Transferred in – Learners from a different school enrolling into the school within the school year
• Transferred out – Learners from the school enrolling into a different school within the school year
• Moved in – Learners from another school enrolling into the school between school years
• Moved out – Learners from the school enrolling into a different school between school years
• Temporarily enrolled – Learners who are not officially enrolled due to deficiencies in submission of documentary requirements
• School Form 1 (SF1) School Register – A list of learners who are officially enrolled and attending classes
• School Form 2 (SF2) Daily Attendance Report of Learner – A list of the learners’ daily attendance
• School Form 3 (SF3) Books Issued and Returned – A list of books and other reading materials issued to the learners, and returned to the issuing authority
• School Form 4 (SF4) Monthly Learner’s Movement and Attendance – A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months
• School Form 5 (SF5) Report on Promotion and Level of Proficiency – A list of the learners’ academic performance and result of assessment by the end of the school year
• School Form 5K (SF5K) Report on Promotion and Level of Proficiency for Kinder – A list of the learners’ result of assessment by the end of the school year for Kindergarten
• School Form 6 (SF6) Summarized Report on Promotion and Level of Proficiency – A summary number of learner status by the end of the semester and/or school year
• School Form 10 (SF10) Learner’s Permanent Academic Record (formerly Form 137) – The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle
• Schools Division Office (SDO) – The governance unit accountable for supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers at the division level
• Division Checking Committee (DCC) – The committee at the Schools Division Office responsible for the conduct of the annual checking of forms to ensure the consistency and quality of school forms
• School Checking Committee (SCC) – The committee at the school level responsible for the review and preparation of learners’ records in preparation for the annual checking of forms conducted by the DCC
• School Forms Checking Report (SFCR) – A report in a matrix format summarizing the results of the checking activity at the school, district, and division levels
• Individual Performance Commitment and Review Form (IPCRF) – The form that shall reflect the individual commitments and performance, which shall be accomplished by individual employees

(Section V – A, No. 2 )

Initial Tasks of the Class Adviser

At the beginning of the school year: The class adviser shall collect supporting documents to establish the identity of each learner assigned to his/her advisory class. Supporting documents or references may include but are not limited to:

• PSA Birth Certificate,
• Baptismal Certificate or any equivalent document.
• The guidelines for the transfer of the learner’s academic records as provided in DO No. 54, s. 2016 shall be properly observed.
• The class adviser shall observe due diligence in encoding the learner’s basic information into the LIS to avoid issues in data accuracy and reliability.
• After encoding all learner information in the LIS, the class adviser can generate SF1 using his/her system account.
• This shall become the official enrollment list of his/her class and shall be used as reference in any other reporting that requires the list of officially enrolled learners.
• This Learner Daily Attendance Report shall be forwarded to the school head for assessment and consolidation, and to serve as reference for the consolidated report on monthly movements of learners as required in SF4 or the Monthly Learner Movement and Attendance Report.

At the end of the school year: Once the computation of final rating for each learning area is done the class adviser shall transfer these grades from his/her class record into SF10. Note that SF10:

• Should not be prepared quarterly to avoid erasures in the document by ensuring that only final grades are recorded.
• The validated SF10 will be the basis for updating each learner’s status as of end of school (promoted, conditionally promoted or retained) in the LIS year.
• Provisions stipulated in DepEd Order No. 58, s. 2017 Section IV, paragraphs D & E and DepEd Order No. 69, paragraph B s. 2016 Section IV, shall be strictly observed.

SF5 and SF6 or the Report on Promotion and Level of Proficiency and the Summarized Report on Promotion and Level of Proficiency, respectively, for each class can be generated from the LIS using the school level access accounts.

The SF5K shall be used for Kindergarten as validated by the Early Childhood Care and Development (ECCD) Checklist post-test result and the Kindergarten Progress Report. Class advisers in Kindergarten are not required to prepare SF10-ES . (formerly Form 137)

These four (4) SFs (SF1, SF4-February & March, SF5 and SF6) generated from the LIS shall be the focus of checking and should be supported by the appropriate documents.

For graduating/moving up levels (Kinder, Grades 6, 10, & 12), the class adviser shall also prepare awards and/or certificates in accordance with DO No. 36, s. 2016 or the most recent applicable guidelines. The learner information on these awards and certificates should be checked against the SF1 for consistency.

Upon completion of all requirements and relevant documents, class advisers and school heads shall perform the following:

Summary of Tasks and Reference Documents for – Class Advisers

References  (documents to be checked).

• PSA Birth Certificate/other equivalent document
• SF9 (formerly Form 138)
• SF10 (formerly Form 137),
• or ECCD  Checklist, Kindergarten Progress Report, and Certificate of Completion for Kinder
• PEPT/PVT/A&E Certificate (if applicable)

Output  (Reports/Forms to be Validated)

• SF1 – School Register
• SF2 – Learner Daily Attendance Report (for the months of February and March  only )
• SF5 – Report on Promotion and Level of Proficiency (including SF5-K, SF5A-SHS and SF5B-SHS for Grade 12)

Summary of Tasks and Reference Documents for – School Heads

• SF2 – Learner Daily Attendance Report  (for the months of February and March only)
• SF5 – Report on Promotion and Level of Proficiency       (including SF5-K, SF5A-SHS and     SF5B-SHS for Grade 12, as   appropriate)
• SF4 – Monthly Learner Movement and Attendance Report (for the months of February and March only)
• SF6 – Summarized Report on Promotion and Level of Proficiency

( Section V – B No.1. At the School Level )

The Focus of the Forms Review

• The accuracy of the learner profiles and enrollment eligibility using reliable references such as but not limited to the Birth Certificate, Learner’s Permanent Academic Record (SF10 or appropriate formerly Form 137), certifications.

Reminders on Electronic Forms

• Electronic forms pre-loaded with learner information and their general averages downloadable from the LIS are not subject for editing manually or outside the LIS.
• Any correction shall be done in the SF1 and eventually in the Learner’s Profile module in the LIS. Print layout, order or arrangement of the list of learner’s names should likewise not be edited.
• The format and content of system- generated SFs are considered final and official.
• Commercialized electronic school forms as mentioned in DO No. 58, s. 2017 Section VII (Special Provision), s hall not be recognized nor accepted.
• To ensure that only SFs generated from the LIS are being presented during the checking of forms, the designated LIS or ICT Coordinator is required to sign or initial each SF.
• Awards and certificates for learners in graduating/moving up levels (Kinder, Grades 6, 10, & 12) should be checked against the SF1 for consistency.

( Section V – B, No.2.2 – Paramount Considerations in the Checking of School Forms )

Since only the LIS-generated school forms shall be presented,

“it is unnecessary to retype/reformat the name of learners.”

• The format and order of learners’ names in the LIS-generated school forms are considered final and official.
• The system shall also determine the margins, font name, font size and placement of the extension name if any.
• Modifications such as the insertion of additional column/s is/are not allowed.
• For printing, A4 (8.27″ x 11.69″) size white bond paper or Long/Folio (8.5″ x 13″) may be used depending on its availability in the school. Forms shall be printed using black ink.
• The DCC need not be particular on these “cosmetic” aspects, but should focus instead on the accuracy and consistency of learner information across all reports and against relevant reference documents.
• Check the availability of supporting documents for entry grade levels (Kinder, Grade 1, Grade 7, and Grade 11) and learners who transferred in or moved in for other grade levels.

Supporting Documents for Entry Grade Levels

 – kinder – .

Birth Certificate (5 years old as of August 31)

 – Grade 1 –

Kinder Completion Certificate and ECCD Checklist

 – Grade 7 –

Elementary Completion Certificate or SF 10-ES

 – Grade 11 –

JHS Moving Up Certificate or SF 10-JHS

 – Transferred In or Moved In to other Grade Levels –

SF10 with attached Birth Certificate

 – For Accelerated/DepEd Assessment Passers –

PEPT/PVT Rating or ALS A&E Equivalency Certificate

Additional Information

( Section V-B, No.2.2-ii: Table 5 – Focus Areas for CID )

Focus Areas for the Curriculum Implementation Division (CID) in Checking the Consistency of Credentials in the School Forms 

Checking the correctness of the following school forms and certificates for Grade 1 and exiting grade levels (Kinder, Grades 6, 10 & 12).

• Information in the SF1 is consistent with what is written in the Birth Certificate.
• The Omnibus Policy on Kindergarten (DO 47, s. 2016) or the most recent applicable policies should be strictly observed.
• LRN printed in the Completion Certificate and ECCD Checklist should be consistent with the LRN  in the SF 1
• The existing applicable policies on promotion, retention, awarding of honors, and acceleration should be strictly observed.
• LRN printed in the Completion Certificate, SF 5, and SF 10-ES should be consistent with the LRN in the SF 1.
• The existing applicable policies on promotion, retention, awarding of honors, and acceleration should be strictly observed.
• LRN printed in the Moving-Up Certificate, SF 5, and SF 10-JHS should be consistent with the LRN in the SF1
• LRN printed in the Completion Certificate/Diploma, SF 5A, SF 5B, and SF 10-SHS should be consistent with the LRN in the SF 1.

( Section V-B, No.2.2-iii: Table 6  – Focus Areas for SGOD )

Focus Areas for validation by the School Governance and Operations Division (SGOD) 

Checking the information on enrollment count and learner movement.

• For graduating (Grades 6 and 12) and moving up (Kinder and Grade 10) grade levels, the SF2 and SF4 for the month of February shall be used during the checking.
• Validate the cumulative number of school leavers (dropped out) and learners who transferred out by checking the SF1 and SF2 of each section or grade level.
• Validate the supporting documents for learners reported to have transferred out to a school abroad, an international school, an ALS program, or tagged as dropped out due to death.
• The total number of learners per class as recorded in SF1 should be consistent with the total number of learners who actually reported to school as of March 31 as recorded in SF4. The breakdown of enrollment by grade level in SF4 must be tallied with the breakdown of promoted and retained, disaggregated by grade level in SF6.
• For graduating grade levels (Grades 6 and 12), the SF4 for the month of February shall be used for the purpose of checking.

Downloadable Files

Deped school forms (sf).

• DepEd School Form 1 | DepEd SF 1 Register – (Download)
• DepEd School Form 2 | DepEd SF 2 Daily Attendance – (Download)
• DepEd School Form 3 | DepEd SF 3 Books Issued and Returned – (Download)
• DepEd School Form 4 | DepEd SF 4 Monthly Learner Movements and Attendance – (Download)
• DepEd School Form 5 | DepEd SF 5 Report on Promotion and Learning Progress & Achievement – (Download)
• DepEd School Form 6 | DepEd SF 6 Summarized Report on Promotion and Learning Progress & Achievement – (Download)
• DepEd School Form 7 | DepEd SF 7 School Personnel Assignment List and Basic Profile – (Download)
• DepEd School Form 8 | DepEd SF 8 Learner Basic Health and Nutrition Report – (Download)
• DepEd School Form 9 | DepEd SF 9 Student’s Evaluation Form – (Download)
• DepEd School Form 10 | DepEd SF 10 Learner’s Permanent Academic Record for Elementary School – (Download)
• DepEd School Form | DepEd SF Data Description – (Download)
• DepEd School Form 1-7 | DepEd SF (School Forms1-7) – (Download)

School Forms Data Descriptions

E-CLASS RECORDS

Download Here: E-Class Records

For further Reading:

DepEd Order No. 11 , s. 2018 — GUIDELINES ON THE PREPARATION AND CHECKING OF SCHOOL FORMS

5 thoughts on “Guide on Documents to be Checked , School Forms and Reports to be Validated”

I am really proud to be a member of this club. More power and please continue your kind initiatives. Thanks!

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Thank you very much for helping us this school year!

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Episode 11: Familiarizing Myself with the Different School Forms - Field Study 7 (Practice Teaching Handbook and Portfolio)

To all education students, please be this as your guide upon answering your Field Study 7. Thanks, guys! For a copy of this format, please message me on Facebook.

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JRMSU Dipolog Campus Dipolog Pilot Demonstration School TABLE OF CONTENTS Page Title Page 1 Acknowledgement 2 Dedication 3 Approval Sheet 4 Certificate of Completion Certification From Critic Teacher Cooperating School Clearance Certification from the English Editor Table of Contents 5 Chapter I. INTRODUCTION Introduction 11 What is Practice Teaching? 12 Goals of Practice Teaching 14 Chapter 2. TOWARDS BECOMING A PROFESSIONAL TEACHER JRMSU VMGO 17 College of Education Goals and Objectives 18 Student Teacher’s Educational Philosophy/Credo 20 Code of Ethics for Professional Teachers 23 Code of Ethics for Professional Teachers 33 (with accompanying reflections for chosen 5 articles) Student-Teaching Expectations 36 Terms and Reference in Student Teaching 39 JRMSU Student Internship Supervisors 41 Pictorials and Documentations Chapter 3. OFF-CAMPUS STUDENT TEACHING EXPERIENCES A Brief Description of the Cooperating School a. History 42 b. VMGO and Policies 44 c. Organizational Structure 54 d. Programs and Activities 57 My Tasks Week 1 1. The Cooperating Schools Expectation 58 2. The facilities of the Cooperating School 59 3. Basic Information: a. Cooperating School 62 b. Cooperating Teacher 63 c. Orientation seminar 63 d. Orientation of Cooperating Principal 63 e. School Tour 64 4. Responsibilities as a Student Teacher 68 5. How did I feel when I saw my Cooperating School? What are my apprehensions? 70 6. The tools that I need to bring in my Cooperating School: 71 a. Knowledge b. Attitude c. Skills d. Habits 7. My Grade Level Assignment, Class Schedule and Official time 72 8. Reflection 73 a. Am I really prepared to teach? 9. Pictorials and Documentations 74 Week 2 1. My tasks and responsibilities as instructed by my Cooperating Teacher 75 2. My observation report in assisting my Cooperating Teacher 75 3. My own expectations 75 4. The characteristics of the learners I am handling 76 5. Synopsis about the developmental stages of the grade level I am handling 77 6. My first encounter with my Cooperating Teacher 77 7. My first dealing with my learners 78 8. Reflection a. I am really meant for the teaching profession because 78 9. Pictorials and Documentations 80 Week 3 1. My task and responsibilities as instructed by my Cooperating Teacher 81 2. The learning resources of the Cooperating School that I utilized 81 3. The DepEd officials/Personnel/Teaching Staff in my Cooperating School 82 4. The importance and utilization of the school’s facilities in the teaching - learning process 85 5. My perceptions of my Cooperating School as my second home 85 6. I can always make my second home: 86 a. Safe and secure by b. Friendly by c. Non-threatening by 7. Reflection: After analyzing the cooperating school’s Misson, Vision and Goals a. I realized that 88 b. So I need to Week 4 1. The daily classroom routine performed by my cooperating teacher 90 2. Synopsis on establishing classroom routines 91 3. My observation of the following: 91 a. Attendance b. Passing of papers or books c. Getting materials d. Making assignments 4. The routines that I have established to become a better classroom manager 92 5. The rules that I set in my class 94 6. Reflection 95 a. In my future class, I shall employ the following teaching skills and strategies... Chapter 4. WEEKLY NARRATIVE/SUMMARY OF EXPERIENCES Narrative reports (week 1- week 9) 97 Working with Pupils/Students 105 Working with the School Personnel 106 -the Critic Teacher -the Cooperating Principal -other School Staff Working with the Community and other School Stakeholders 108 Community Survey 108 Origin/History/Assets 108 Traditions/Customs/Practices 109 Actual Classroom Teaching 110 Special Demonstration Teaching 111 Final Demonstration Teaching 113 Pictorials and Documentations Chapter 5. PERSONAL ASSESSMENT/VIEWPOINT OF STUDENT-TEACHING Self assessment for being a Student Teacher 115 Personal point of view of Student Teaching Experiences 116 Pictorials and Documentations Chapter 6. MEMENTOS FOR BETTER TEACHING Lesson plans (Detailed, Semi – Detailed, Explicit) 117 (With accompanying reflection: Why did you choose this Lesson Plan as your sample in the portfolio?) 136 Chapter 7. PROFESSIONAL DEVELOPMENT OR CAREER PLAN (At least 1 page) 138 APPENDICES Appendix A Lesson Plans (with Evaluation Sheets and Comments) a. Daily 139 b. Special Demonstration 151 c. Final Demonstration 158 Appendix B Summary Table of 40Actual Teachings, Ratings and General Average 166 Appendix C Comments about the Student Teacher from Critic Teacher and Students 168 Appendix D DepEd Forms (All kinds of forms uses in the DepEd, filled up properly and correctly) Appendix E Student’s output Appendix F Songs, games, and other re - creational materials 172 Photo Documentations 183 Appendix G Certificates (Merits, Recognition, Appreciation, Participation, etc.) Curriculum Vitae 196

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

Four Ways Schools Can Support the Whole Child


Currently, our education system often focuses on a narrow sliver of children’s cognitive development with an emphasis on transmitting content knowledge, often to be memorized and repeated in the same form it was received. Lessons in math, science, and reading—and tests in those skills—dominate the curriculum.

While those subjects are fundamental, learning involves far more than merely acquiring inert knowledge in algebra or chemistry. Such a narrow focus gives short shrift to the ways that children need to grow and learn in their relationships, identity, emotional understanding, and overall well-being. After all, children are multi-dimensional “whole” beings whose development is complex and rich.

Recent research in neuroscience, developmental and learning sciences, education, sociology, and many other fields confirms that a “whole child” approach is not only desirable but necessary to ensure that children learn well. According to two comprehensive reviews of the science on children’s development and learning:

• Brain development is shaped by consistent, supportive relationships; responsive communications; and modeling of productive behaviors. The brain’s capacity develops most fully when children and youth feel emotionally and physically safe; and when they feel connected, engaged, and challenged.
• Learning is social, emotional, and academic. Positive relationships, including trust in the teacher, and positive emotions, such as interest and excitement, open up the mind to learning. Negative emotions, such as fear of failure, anxiety, and self-doubt, reduce the capacity of the brain to process information and learn. Children can build skills and awareness to work with emotions in themselves and their relationships.
• Adversity—poverty, housing and food insecurity, abuse, or neglect—produces toxic stress that affects learning and behavior, but how schools respond matters. Positive, stable relationships—when adults have the awareness, empathy, and cultural competence to understand and listen to children—can buffer the effects of even serious adversity.

At the Learning Policy Institute, as part of a new initiative on the Science of Learning and Development, we synthesized these scientific findings to identify how schools can best promote child development . We identified four main ingredients of school success that allow us to care for and nurture the potential in all children: a positive school climate, productive instructional strategies, social-emotional development, and individualized supports. Here’s what we’ve learned so far about why these ingredients are meaningful and how to put them into action.

1. Foster a supportive environment that promotes strong relationships among staff, students, and families

In a recent national survey , only 30 percent of high school students rated their school culture positively. Many schools today are based on antiquated designs from the early 1900s that emulate the factory model, wherein students cycle through classrooms and teachers see hundreds of students a day. These structures depersonalize learning at a time when students need and would benefit from long-term relationships with teachers and peers. 

Creating a positive school climate based on strong relationships provides a bedrock for learning. Students need to feel a sense of safety and belonging in order to thrive in school. Some elements that promote a sense of community and allow teachers to know their students well include:

• Smaller school and class sizes.
• Looping, where teachers stay with the same students for more than one year.
• Advisory classes that provide students with a community and allow teachers to check in with students and parents on a consistent basis.
• Staff who practice cultural competence, inviting students’ experiences into the classroom and communicating that all students are valued.
• Home visits and regular parent-teacher-student conferences to strengthen connections between school and home.
• Opportunities for staff collaboration and leadership that strengthen trust among educators.

For example, one way to help students feel that they belong is to engage students in developing their own shared classroom norms that are posted and regularly referred to, and to assign classroom tasks so that each student is involved in supporting the community. Teachers can also aim to convey high expectations and provide adequate supports for all students, sending the message that they’re capable. This is especially important for students who have received mixed or discouraging messages about their ability from adults in the past, whether due to explicit or implicit biases.

A variety of other practices can help build a sense of community. Community walks , in which students lead tours of the neighborhoods surrounding their school, can help build cultural competence among educators as they learn more about students’ lives outside of school. Planning meetings that include educators across subjects and departments, and professional development to support educators’ own social-emotional competencies and well-being, can help educators collaborate and develop trust.

Overall, a positive school climate aims to foster deeper relationships among adults and students to promote a sense of safety and belonging, which are conducive to learning.

2. Implement meaningful, engaging instructional practices that develop students’ ability to manage their own learning

In focus groups and interviews with students who had dropped out of high school in 25 urban, suburban, and rural communities, nearly half (47 percent) said a major reason for dropping out was that classrooms were not interesting. These young people reported being bored and disengaged from high school. Even among those who stayed in school, 81 percent said that there should be more opportunities for real-world learning.

Students crave opportunities to learn things that matter and are relevant to their lives. Instruction helps students grow in their understanding when it builds on students’ prior experience and scaffolds learning by meeting them where they’re at. For example, teachers can connect lessons in mathematics to common tasks students are engaged in that use those skills, such as in cooking, artwork, sports, and other settings. Or they can connect a history unit on the Civil Rights movement to modern-day issues like the racially motivated attacks in Charlottesville and police brutality against people of color.

When skillfully combined with direct instruction, inquiry-based learning that is driven by students’ interests boosts their motivation and develops real-world skills. In one middle school class in Oakland, for example, students decided to study how environmental pollution affects the ocean and then designed a campaign to reduce waste and litter and increase recycling at their school. These projects teach valuable skills of collaboration, problem solving, and organization, and have a tangible impact.

Assessments that include feedback and opportunities to revise work help students learn how to learn and encourage an intrinsic desire to understand the material and challenge themselves, beyond just making the grade. This type of “mastery-oriented approach” is associated with more meaningful learning. For example, some schools cultivate student inquiry and revision skills through capstone projects —yearlong research projects—that give students an opportunity to learn deeply about an issue that matters to them and, often, work to create change in their own community. These projects are usually revised to meet a high standard of inquiry and presented to panels of educators and other adults from outside the school, like a dissertation defense. 

Students’ control over their own education is also supported by practices like student-led conferences , which allow students to regularly share their work with parents and teachers and reflect on their learning and goals.

Far from being boring, effective instructional strategies connect learning to students’ lives, and empower them to use their knowledge for their own and others’ benefit.

3. Develop habits, skills, and mindsets that build students’ social, emotional, and academic competence

Students in the U.S. report feeling stressed at school 80 percent of the time . When students are overwhelmed, they are more likely to act out and have difficulty adjusting at school. Indeed, children in U.S. public schools lost more than 11 million instructional days due to suspensions in a single school year.

Developing students’ social-emotional skills teaches them how to manage stress, while also boosting social skills like collaboration and empathy. In this way, social-emotional skills involve developing greater awareness of oneself and others. Many schools teach these skills explicitly through programs of social-emotional learning, which have been found to improve students’ achievement , as well as their feelings of safety and belonging at school.

In addition, to reduce suspensions and other punitive discipline in schools, schools are using restorative practices—like “ circles ” and peer mediation—which teach students to take responsibility and repair harm done in their relationships. A restorative approach is grounded in students recognizing and valuing their role and responsibilities within the community. Ultimately, restorative practices serve to build individual skills and cultivate a stronger community while also boosting student achievement and graduation rates .

4. Create an integrated system of school supports that includes extended learning opportunities and community partnerships

Not all children have the material and social capital that affords access to high-quality learning environments and experiences. For example, high-income parents increased their spending on “ enrichment activities ” for their children, like tutoring and extracurricular activities, by 151 percent over the past several decades, compared to 57 percent for low-income parents. These differentials augment the achievement gap between affluent and low-income students.

Additional supports are also needed for the growing number of children who experience adversity in the form of poverty, homelessness, food insecurity, learning obstacles, or lack of health care. Schools need a flexible system of supports to address these needs.

The community schools model is one in which public schools partner with families and community organizations to provide well-rounded educational opportunities and supports for students’ school success. It typically includes before- and after-school enrichment, such as mentoring and academic support, as well as summer learning opportunities, like workshops on film and art, sports camps, and long-distance trips to visit college campuses. Some schools partner with local organizations and university staff to offer immersion experiences where students learn from professionals through internships or workshops on topics of interest, like technology, film, and art.

In addition, through partnerships with community organizations, schools offer health, mental health, and social services to help students overcome barriers to learning. A social worker or community liaison typically coordinates these services. Some schools partner with university programs, as well as health and mental health providers, to bring trainees (like psychology students) into the school as support staff.

These kinds of support reflect a whole school approach to whole child development that maximizes opportunities for all children to succeed.

Combined, these four ingredients are essential parts of a comprehensive framework that, in practice, build on and reinforce each other. A wealth of research demonstrates that successful education cannot happen in a piecemeal fashion. Taking an integrated approach can help children, with all their complexity and humanity, to develop to their full potential.

Now Accepting Applications!

Join Greater Good Educators to build kinder, happier schools where everyone belongs.

About the Author

Lisa Flook, Ph.D. , is currently a senior researcher at the Learning Policy Institute, where she conducts research to inform educational practice and policy.

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Essay on Importance of Communication for Students and Children

500+ words essay on importance of communication:.

Communication is one of the important tools that aid us to connect with people. Either you are a student or a working professional, good communication is something that will connect you far ahead. Proper communication can help you to solve a number of issues and resolve problems. This is the reason that one must know how to communicate well. The skills of communication essential to be developed so that you are able to interact with people. And able to share your thoughts and reach out to them. All this needs the correct guidance and self-analysis as well.

Meaning of Communication

The word communication is basically a process of interaction with the people and their environment . Through such type of interactions, two or more individuals influence the ideas, beliefs, and attitudes of each other.

Such interactions happen through the exchange of information through words, gestures, signs, symbols, and expressions. In organizations, communication is an endless process of giving and receiving information and to build social relationships.

Importance of Communication

Communication is not merely essential but the need of the hour. It allows you to get the trust of the people and at the same time carry better opportunities before you. Some important points are as follows –

Help to Build Relationships 

No matter either you are studying or working, communication can aid you to build a relationship with the people. If you are studying you communicate with classmates and teachers to build a relationship with them. Likewise in offices and organizations too, you make relationships with the staff, your boss and other people around.

Improve the Working Environment 

There are a number of issues which can be handled through the right and effective communication. Even planning needs communication both written as well as verbal. Hence it is essential to be good in them so as to fill in the communication gap.

Foster strong team

Communication helps to build a strong team environment in the office and other places. Any work which requires to be done in a team. It is only possible if the head communicates everything well and in the right direction.

Find the right solutions

Through communication, anyone can find solutions to even serious problems. When we talk, we get ideas from people that aid us to solve the issues. This is where communication comes into play. Powerful communication is the strength of any organization and can help it in many ways.

Earns more respect

If your communication skills are admirable, people will love and give you respect. If there is any problem, you will be the first person to be contacted. Thus it will increase your importance. Hence you can say that communications skills can make a big change to your reputation in society.

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

Don’t Go Overboard With Your Point

The conversation is about to express your thoughts. And to let the other person know what you feel. It is not mean to prove that your point is correct and the other person is wrong. Don’t Overboard other With Your Point.

Watch Your Words

Before you say something to Watch Your Words. At times, out of anger or anxiousness, we say somethings that we must not say. Whenever you are in a professional meeting or in some formal place, where there is a necessity of communicating about your product or work then it is advised to practice the same beforehand

Communication is the greatest importance. It is important to sharing out one’s thoughts and feelings to live a fuller and happier life. The more we communicate the less we suffer and the better we feel about everything around. However, it is all the more necessary to learn the art of effective communication to put across ones point well.

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Home  /  News  /  Why Is Education Important? The Power Of An Educated Society

Why Is Education Important? The Power Of An Educated Society

Looking for an answer to the question of why is education important? We address this query with a focus on how education can transform society through the way we interact with our environment. 

Whether you are a student, a parent, or someone who values educational attainment, you may be wondering how education can provide quality life to a society beyond the obvious answer of acquiring knowledge and economic growth. Continue reading as we discuss the importance of education not just for individuals but for society as a whole. 

Harness the power of education to build a more sustainable modern society with a degree from  Unity Environmental University .

How Education Is Power: The Importance Of Education In Society

Why is education so important? Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” An educated society is better equipped to tackle the challenges that face modern America, including:

• Climate change
• Social justice
• Economic inequality

Education is not just about learning to read and do math operations. Of course, gaining knowledge and practical skills is part of it, but education is also about values and critical thinking. It’s about finding our place in society in a meaningful way. 

Environmental Stewardship

A  study from 2022 found that people who belong to an environmental stewardship organization, such as the Leave No Trace Center for Outdoor Ethics, are likely to have a higher education level than those who do not. This suggests that quality education can foster a sense of responsibility towards the environment.

With the effects of climate change becoming increasingly alarming, this particular importance of education is vital to the health, safety, and longevity of our society. Higher learning institutions can further encourage environmental stewardship by adopting a  framework of sustainability science .

The Economic Benefits Of Education

Higher education can lead to better job opportunities and higher income. On average, a  person with a bachelor’s degree will make $765,000 more  in their lifetime than someone with no degree. Even with the rising costs of tuition, investment in higher education pays off in the long run. In 2020, the return on investment (ROI) for a college degree was estimated to be  13.5% to 35.9% . 

Green jobs  like environmental science technicians and solar panel installers  have high demand projections for the next decade. Therefore, degrees that will prepare you for one of these careers will likely yield a high ROI. And, many of these jobs only require an  associate’s degree or certificate , which means lower overall education costs. 

Unity  helps students maximize their ROI with real-world experience in the field as an integral part of every degree program. 

10 Reasons Why School Is Important

Education is not just an individual pursuit but also a societal one.  In compiling these reasons, we focused on the question, “How does education benefit society?” Overall, higher education has the power to transform:

• Individuals’ sense of self
• Interpersonal relationships
• Social communities
• Professional communities

Cognitive Development

Neuroscience research  has proven that the brain is a muscle that can retain its neuroplasticity throughout life. However, like other muscles, it must receive continual exercise to remain strong. Higher education allows people of any age to improve their higher-level cognitive abilities like problem-solving and decision-making. This can make many parts of life feel more manageable and help society run smoothly. 

Emotional Intelligence

Emotional intelligence is key to workplace success.  Studies  show that people with emotional intelligence exhibit more:

• Self-awareness
• Willingness to try new things
• Innovative thinking
• Active listening
• Collaboration skills
• Problem-solving abilities

By attending higher education institutions that value these soft skills, students can improve their emotional intelligence as part of their career development in college.

Technological Literacy

Many careers in today’s job market use advanced technology. To prepare for these jobs, young people likely won’t have access to these technologies to practice on their own. That’s part of why so many STEM career paths require degrees. It’s essential to gain technical knowledge and skills through a certified program to safely use certain technologies. And, educated scientists are  more likely to make new technological discoveries .

Cultural Awareness

Education exposes individuals to different cultures and perspectives. Being around people who are different has the powerful ability to foster acceptance. Acceptance benefits society as a whole. It increases innovation and empathy. 

College also gives students an opportunity to practice feeling comfortable in situations where there are people of different races, genders, sexualities, and abilities. Students can gain an understanding of how to act respectfully among different types of people, which is an important skill for the workplace. This will only become more vital as our world continues to become more globalized.

Ethical and Moral Development

Another reason why school is important is that it promotes ethical and moral development. Many schools require students to take an ethics course in their general education curriculum. However, schools can also encourage character development throughout their programs by using effective pedagogical strategies including:

• Class debates and discussions
• Historical case studies
• Group projects

Unity’s distance learning programs  include an ethical decision-making class in our core curriculum. 

Ready To Learn More About Unity Environmental University?

Communication Skills

Effective written and verbal communication skills are key for personal and professional success. Higher education programs usually include at least one communication course in their general education requirements. Often the focus in these classes is on writing skills, but students can also use college as an opportunity to hone their presentation and public speaking skills. Courses such as  Multimedia Communication for Environmental Professionals  provide many opportunities for this. 

Civic Engagement

According to a  Gallup survey , people with higher education degrees are:

• More likely to participate in civic activities such as voting and volunteering
• Less likely to commit crimes
• More likely to get involved in their local communities

All these individual acts add up to make a big difference in society. An educated electorate is less likely to be swayed by unethical politicians and, instead, make choices that benefit themselves and their community. Because they are more involved, they are also more likely to hold elected officials accountable.

Financial Stability

The right degree can significantly expand your career opportunities and improve your long-term earning potential. Not all degrees provide the same level of financial stability, so it’s important to research expected salary offers after graduation and job demand outlook predictions for your desired field. Consider the return on investment for a degree from an affordable private school such as  Unity Environmental University .

Environmental Awareness

We have already discussed why education is important for environmental stewardship. Education can also lead to better environmental practices in the business world. By building empathy through character education and ethics courses, institutions can train future business leaders to emphasize human rights and sustainability over profits. All types and sizes of businesses can incorporate sustainable practices, but awareness of the issues and solutions is the first step.

Lifelong Learning

The reasons why education is important discussed so far focus on institutional education. However, education can happen anywhere. Attending a university that values all kinds of learning will set students up with the foundation to become lifelong learners.  Research  demonstrates that lifelong learners tend to be healthier and more fulfilled throughout their lives. When societies emphasize the importance of education, they can boost their overall prosperity.

The Role Of Unity Environmental University In Society

Environmentally conscious education is extremely valuable and should be accessible to all.   Unity Environmental University  offers tuition prices that are comparable to public universities, and financial aid is available to those who qualify. Courses last five weeks so that students can focus on only one class at a time. This ensures all learners are set up for academic success. 

Unity believes in supporting students holistically to maximize the power of education. This includes mental health services,  experiential learning opportunities , and  job placement assistance . Students in our  hybrid programs  can take classes at several field stations throughout Maine and enjoy the beautiful nature surrounding the campus for outdoor recreation.

Sustainable Initiatives

Some highlights from Unity Environmental University’s many sustainable initiatives:

• All programs include at least one sustainability learning outcome
• All research courses are focused on sustainability research
• Reduced building energy use by 25% across campus
• 100% of food waste is recycled into energy 
• Campus features a  net-zero LEED Platinum-certified classroom/office building

While many schools value sustainability, Unity stands out because  everything  we do is about sustainability. We also recognize our responsibility to model how a sustainable business can operate in a manner that’s fiscally viable and socially responsible.

Make An Impact At Unity Environmental University

While the phrase ‘education is power’ may sound cliche, it is also resoundingly true. Higher education has the power to transform individuals and societies. Unity Environmental University understands its power to make a positive impact on the world. That’s why we were the first university to divest from fossil fuels. 

This year, we celebrated our  largest incoming class ever , showing that students want an education system that aligns with their values. In addition to our commitment to sustainability, we offer flexibility to students with start dates all year round for our  online degree programs .

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What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

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Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

Prevent plagiarism. Run a free check.

Formal and unbiased.

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

• Also , a lot of the findings are a little unreliable.
• Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

• People have been interested in this thing for a long time .
• Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

• This could perhaps suggest that…
• This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

• It conveys information more precisely than a comparable non-specialist term.
• Your reader is likely to be familiar with the term.
• The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

• How to write numbers
• Introducing abbreviations
• Using verb tenses in different sections
• Capitalization of terms and headings
• Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

• As a teacher, you must treat your students fairly.
• As a teacher, one must treat one’s students fairly.
• Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

• In my opinion…
• I think that…
• I like/dislike…
• I conducted interviews with…
• I argue that…
• I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

• Interest in this phenomenon carried on in the year 2018 .
• Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

• This horrible tragedy was obviously one of the worst catastrophes in construction history.
• The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

• Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
• Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

Use the checklist below to assess whether you have followed the rules of effective academic writing.

• Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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• Using Reflective Writing to Deepen Student Learning

Research in learning sciences illustrates the many benefits of reflective writing. When provided with clear and authentic prompts and given repeated opportunities to think about their course work and educational, professional, or clinical experiences, students are better able to retain and transfer learning to new contexts. Reflective writing often serves multiple purposes simultaneously, enabling students to deepen their component skills and conceptual understanding within a specific field of study while also developing their metacognitive knowledge of their own learning habits and practices. In effect, while reflection involves looking back, it also serves as a mental rehearsal for future practice.

Why should I assign reflective writing?

Because the act of reflecting requires retrieval, elaboration, and generation of information, it can make learning more durable for students, as Brown, Roediger III, and McDaniel demonstrate in Make it Stick: The Science of Successful Learning (2014). Simply worded prompts—such as What went well? What could have gone better? What other knowledge or experiences does this remind you of? and What other strategies might you use next time to get better results? (210)— encourage students to actively monitor their learning processes, which can then cue them to maintain or adapt their strategies in other contexts. Reflective writing prompts can also be used to cue students to think about their conceptual learning: What do I already know? What do I wonder? What do I want to find out? How does this new information relate to the old stuff I thought I knew? How does this new knowledge impact other things I think I know? As detailed by Ambrose et al. (2010 ), becoming more “consciously competent''—developing component skills, becoming fluent with them, and applying them to relevant contexts—enables mastery of concepts (95).

Beyond the rich gains it provides students, reflective writing can also yield valuable insights for instructors about how to adjust their teaching, their course designs, and their assignments to address student-identified areas of struggle. 

How and when should I use reflective writing?

Reflective writing can take many different forms, including routine entries in lab, design, or fieldwork notebooks, revision memos , and blog and video postings; and it can range from brief, informal assignments (such as one-minute papers , muddiest points , or exit slips ) to formal components of large capstone-level projects. Reflective writing can even be used beyond one’s course to integrate and deepen learning across the curriculum when integrated with eportfolios . 

Regardless of its form or length, reflective writing is most effective when it is integrated into the design of a course, when it supports key learning aims, and when it is intentionally sequenced within an assignment—that is, when its purpose and relevance are clear to students. If students are asked to reflect on their learning experiences only once at the end of a course, they might approach such a task as a course evaluation or a generic description of their learning experiences. 

Providing specific and purposeful reflective activities throughout the semester—before a unit of study, during or after a course lecture or class discussion, or before and after an exam—can help students identify challenges and setbacks along with developing strategies for overcoming them. For example, Dr. Mary Pat Wenderoth assigns weekly learning paragraphs in her large physiology class in order to (1) have students identify their preconceptions about biological systems so those preconceptions can be challenged and prevented from interfering with their learning; (2) develop students’ conceptual frameworks to better retain factual knowledge; and (3) offer practice in metacognition.

Here are seven ways to integrate authentic and purposeful reflective writing.

• Ask students to combine reflective writing with goal setting. Prior to reviewing for a test or drafting an essay, ask students to anticipate concerns and challenges they may face and the strategies they might use to overcome them. For example, if students identify procrastination as a key challenge to producing a full draft of a paper or project, they can then identify strategies such as turning off their phones, working in wi-fi cold spots, or meeting with a consultant at  Student Writing Support —strategies that may help them to get started with their drafts. Inviting students to share their methods for overcoming procrastination can also be an easy, useful, and inclusive way to crowdsource effective strategies.  
• Ask students to reflect on their work before they revise it . When students write a reflective or revision memo to themselves, they can better process the feedback they have received and determine how they are going to use it. Likewise, asking students to insert a reflective comment (pdf) on a draft of their paper that they are going to discuss with others, either in a peer response session , an appointment with Student Writing Support , or a conference with the instructor, can establish more agency for the student writer.  
• Ask students to reflect throughout the process of writing a paper, preparing for and taking an exam, or during a group project. Jose Bowen (2012) provides a number of examples for how to integrate exam or cognitive wrappers into assignments that can help students to process and self-regulate their learning experiences over the course of a project.  
• Ask students to reflect on their learning throughout the entire term . Learning logs with simple prompts that ask students to summarize their learning at the end of class, identify points of insight and confusion, and establish connections between key concepts can motivate students to participate more actively in their learning and provide instructors with an important gauge for modifying their teaching.  
• Ask students to reflect at the end of the term on their development as a writer. An end-of-the term reflective essay that requires students to cite passages from their own work and to reflect on the ways those passages indicate growth, struggle, and learning can provide a strong impetus for writing transfer .  
• Ask students to reflect upon completion of a major task or learning event. Many reflective writing tasks can take just a few minutes to complete. However, a significant learning milestone, such as an internship, a mentorship project, or a capstone assignment, will likely benefit from a more extensive reflective writing task. For these kinds of reflective writing tasks, it is helpful to offer guidelines and a series of open-ended prompts, such as those provided by Grose, Burke and Toston (2017) , that will encourage students to elaborate on and synthesize their learning experiences.   
• Ask students to reflect on their learning for future students of your course. As recounted by James Lang (2014) , a professor at the University of Richmond invites students to share their most effective learning strategies with future students in their accounting course. The incoming students read the former students’ reflections and use those insights to guide their study habits. Adapting this practice to your own course has two vital benefits: it acknowledges the hard work and successes of current students, and it clearly signals the importance and value of reflective writing in your course.

How do I respond to and assess reflective writing?

Reflective writing can generate quite a bit of reading for instructors. However, responses to reflective writing can be brief, synthetic, and periodic. For more developed reflective writing assignments, such as those described in five and six above, instructors will want to allot more time for providing feedback, and they should consider developing a rubric that identifies the key criteria used to evaluate the reflective writing. Members of the Writing Across the Curriculum team are pleased to consult with instructors on developing reflective assignments and assessments.

For the majority of reflective tasks students do, instructors can respond with a strategy of minimal marking (pdf) and a simplified grading scheme (credit/partial credit/no credit). Since a primary goal of reflective writing is for the student writer to become more aware of their own learning and writing processes, instructors can respond in ways that affirm students' insights and encourage their ongoing efforts of reflection and transfer. While such responses can be brief, they are vital and should be timely. Responses can be written, oral, or presented in audio-video formats, depending on the medium.

Here are four ways to ensure responses to reflective writing are timely and manageable.

• Afterclass, quickly read student responses and then summarize key themes from the responses at the start of the next class . If instructors are teaching a large class, they and their teaching assistants can read and respond to half of the class responses and then read and respond to the other half in subsequent reflective responses.  
• Upon completion of in-class reflective writing tasks, invite students to share their responses with a partner or in small groups.  
• For reflective pieces submitted through Canvas, instructors can provide brief responses that use the audio feedback tool , which can take less than a minute while also establishing instructor presence .   
• For multimodal reflections using tools such as flipgrid , instructors can respond in writing or video and encourage classmates to respond to each other’s postings as well . 

How can I foster authentic reflective writing?

For some students, reflecting on their learning may be difficult, and it may be an unfamiliar practice based on socio-cultural backgrounds and schooling histories. For neurodivergent students, reflective activities may require additional or modified instructions and different ways of responding to a prompt. To accommodate all learners and to demonstrate the value of reflective writing, instructors should consider the following:

• Signal the importance of reflective writing by including a rationale for its use in the course syllabus. When students know in advance that they will be asked occasionally to reflect on their learning, they can seek out clarification and accommodations based on their needs.   
• Model reflective practice in your class. For flipgrid assignments , for example, where responses are visible to the entire class, it is useful for instructors to post their own responses. Likewise, similar to metateaching , modelling reflective practice in class can demonstrate its utility to students.  
• For most reflective activities, particularly informal ones, simplify the assessment schema. Grading students on their use of grammar, mechanics, and standard written conventions may undercut the purpose of a quick reflective activity.  
• When possible, allow students the opportunity to opt out of sharing their reflections. If students do share their reflections in class, a quick word of thanks for sharing is valuable.  
• When conferring with students about their work, call attention to the insights they have generated about their learning and experiences. Building on the reflective work of students can be a powerful way to leverage feedback.
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Home — Essay Samples — Education — School — The Importance of School

The Importance of School

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Published: Mar 6, 2024

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Essay on Importance of School

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

Let’s take a look…

100 Words Essay on Importance of School

The foundation of education.

School is the first step in our educational journey. It’s where we learn basic skills like reading, writing, and arithmetic.

Developing Social Skills

In school, we interact with classmates and teachers, learning how to communicate, work in teams, and respect others.

Character Building

School teaches us discipline, responsibility, and the importance of hard work.

Preparing for the Future

School equips us with knowledge and skills needed for college and careers, paving the way for a successful future.

Also check:

250 Words Essay on Importance of School

The foundation of knowledge.

Schools play an indispensable role in shaping the future of individuals and society at large. They serve as the initial platform where knowledge is imparted, forming the basis for further education and specialized skills. The importance of school education lies in its ability to create a strong foundation in a child’s life, contributing to their cognitive, social, and emotional development.

Developing Social and Emotional Skills

Schools are not just about academics. They are also the primary environment where children develop their social and emotional skills. Interacting with peers and teachers, participating in extracurricular activities, and learning to navigate social norms and relationships are critical aspects of a child’s education. These experiences help students understand the world around them, shaping their perspectives and attitudes.

Creating a Level Playing Field

Schools also play a crucial role in establishing equality of opportunity. They provide a platform where children from different backgrounds can learn and grow together. This diversity fosters a sense of unity, understanding, and mutual respect among students, preparing them for a globalized world.

Finally, schools prepare students for their future careers and lives as citizens. They equip students with essential skills such as critical thinking, problem-solving, and decision-making. These skills are not only vital for their professional lives but also for their personal growth and development.

500 Words Essay on Importance of School

The cornerstone of education: the importance of school.

Schools are more than physical structures where children gather to learn basic academic concepts. They are the cornerstone of a society’s educational system, playing a pivotal role in shaping the future of individuals and, consequently, the community as a whole.

Knowledge Acquisition and Cognitive Development

The primary function of a school is to impart knowledge. Schools provide a structured curriculum, which ensures that students gain a comprehensive understanding of various subjects. This curriculum is not confined to academic knowledge alone but extends to essential life skills and moral values.

Social Skills and Emotional Growth

Schools are the first social microcosm children encounter. They learn to interact with peers, understand the dynamics of group work, and navigate social hierarchies. These experiences are vital in developing their social skills, empathy, and emotional intelligence.

Moreover, schools provide a platform for students to express their emotions and opinions. Participation in debates, drama, sports, and other co-curricular activities helps students manage their emotions, build resilience, and foster a sense of self-worth and belonging.

Furthermore, schools instill discipline and a sense of responsibility in students. The structured environment of a school teaches students time management, punctuality, and the importance of fulfilling commitments, preparing them for the professional world.

Creating Informed Citizens

Schools play a significant role in creating informed and responsible citizens. They teach students about their rights and responsibilities, fostering a sense of civic duty. Schools also promote cultural awareness and respect for diversity, contributing to social cohesion.

In conclusion, the importance of schools extends far beyond academic learning. They are the cradle of cognitive development, social skills, emotional growth, career preparation, and citizenship. The experiences and lessons learned in school shape individuals and influence their future, underlining the critical role of schools in our society. Therefore, it is paramount to invest in and prioritize quality education for all, as the school is the first stepping stone towards building an enlightened and progressive society.

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