Importance of Higher Education in Today's Modern Society

Education is a very important role in our lives. Everyone has been being educated since the day they were born. There is a rapidly growing demand for a higher education in the world today. Although a higher education is difficult to receive, the rewards of self-improvement, job insurance, a development of character, and social improvements are what is going to satisfy you.

Sure it is hard go to school longer, but learning for personal knowledge will greatly improve you. You learn skills like problem solving which will teach you to figure things out for yourself. A better education will also gain you experience. You would never know what you liked or did not like if you never had a chance to experience it. I do not know about you but I want to make educated decisions in my life. If you don't know how to make educated decisions, you will never be content with yourself. How good does it feel to outsmart someone when you apply what you have been taught or have been able to help somebody just from the education which you received? Knowledge is a very powerful thing that can change the lives of others and yourself.

With a higher education you are insured that you will have a better paying job. I like being able to spend money freely and a higher education allows you to get the better paying job that will provide this stability. The multi-million dollar businesses are going to pay the big bucks to someone who has the higher education and knows what they are doing.

The Purpose of High Education

The Purpose of the High Education Aristotle, one of the greatest ancient philosophers, said that the roots of education are bitter, but the fruit is sweet. Many people hope to go to college or university, despite the fact that it's a hard work. There must be a purpose of the hard work of high education. I believe that the purpose of high education is to live meaningful life, by allowing them to acquire knowledge, identity and a successful job. The purpose of the high education is to live the meaningful life by allowing people to acquire knowledge. Knowledge usually enables us to see things in the various ways; it makes people realize that there are many sense of the value. High education also inclines them to think more logically because students are always required having certain logic in order to get grades. In short, knowledge develops their ways of thinking, which makes the life much more meaningful. The purpose of the high education is to live the meaningful life

Higher Education is a long but rewarding process. That allows you to enrich your own life to follow the career of your dreams. Also if you want to become more informed and knowledgeable citizen in society. But one of the main reasons any individual especially me is to create a better life for themselves, family and society but for every person going to college or university can be different. You may be forced to go or you may only want to have a college experience. Not many people think about the young terms effect going to a college or university may have your life. As for my I have three main reasons for going to a university. One is to learn a skill of becoming a doctor. Also to understand how different crowds communicate with one another. And lastly to

better the country and planet because we are the future and what we decided to do with our lives places an impact on our future generations. One of the reason I seek Higher Education

Within society, there are many things that determine the level of intelligence a person can receive. Many people believe that if a person goes to college for 4 years and graduates with a degree that they are "educated" in a sense of understanding. This, however, is not always the case. Individuals from all over the world go to college to seek an opportunity or chance to make it to the "top of the business ladder." The thing that many people do not understand is that this is not done or found by going to college for 4 or even 15 years and earning a degree . America as a whole needs to understand that in order to be an educated person they must posses all the qualities in certain aspects of the liberal arts. Higher education is what it is called and many people do not have the abilities to face the real world after high school and college while others do.

Higher, post-secondary, tertiary, or third level education refers to the stage of learning that occurs at universities, academies,colleges, seminaries, and institutes of technology. Higher education also includes certain collegiate-level institutions, such as vocational schools, trade schools, and career colleges, that award academic degrees or professional certifications. The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obligates all signatory parties to guarantee the right to education. Higher education is an educational level that follows the completion of a school providing a secondary education, such as a high school,secondary school, or gymnasium. Tertiary education is normally taken to include undergraduate and postgraduate education, as well asvocational education and training. Colleges, universities, and institutes of technology are the main institutions that provide tertiary education (sometimes known collectively as tertiary institutions). Examples of institutions that provide post-secondary education arevocational schools, community colleges, independent colleges (e.g. institutes of technology), and universities in the United States, the institutes of technical and further education in Australia, CEGEPs in Quebec, and the IEKs in Greece. They are sometimes known collectively as tertiary institutions. Completion of tertiary education generally results in the awarding of certificates, diplomas, or academic degrees.

In many parts of the world, higher education has been associated with the moral and intellectual development of privileged students. Increasingly, however, higher education has been asked to supplement this form of preparation with skills that will help all students assimilate into the world of work characterized by an intricate nexus of knowledge, structure, culture, and practices. In other words, higher education has now been asked to incorporate vocational literacy into its provision. Fortunately, we have a journal to help higher educations providers and constituents understand this new requirement, and that journal is Emeralds Higher Education, Skills and Work-based Learning. Uniquely positioned to appeal to the critical stakeholders in the debate about the inclusion of work in formal

education those stakeholders being policy makers, university providers, scholars, employers, with impacts on parents and students it is the one journal that is genuinely committed to bridging the knowledge-experience gap in higher education. Considering a range of relevant theories, issues, and practices, it solicits articles in such areas as: employability, employer engagement, electronic and hybrid delivery platforms, accreditation of prior learning, coaching and mentoring, professional doctorates, scholar-practitioners, adult and continuing education, financing, experiential education, reflective practice, action research, work placements. As emerging and established economies confront the abundance and dearth of knowledge and natural resources respectively, it is good to know that the journal, Higher Education, Skills and Work-based Learning, is available to help us develop a response through advanced work-based skills education.

That there is some relationship between higher education and the occupational order is not in much dispute, albeit that the question of whether this should be so remains a matter of contention. Certainly both the Robbins and the Dearing Reports (Robbins, 1963; NCIHE, 1997) took the view that the purposes and aims of higher education include that of preparation for employment. Current government policy on funding for higher education assumes that graduates will pay a significant part of the costs of their education through loans, which will be repaid from their postgraduation earnings in employment; such earning are expected to be enhanced by virtue of having undertaken higher education (Steel and Sausman, 1997). Employers continue to recruit graduates, and graduates' employment rates and earnings are considerably better than for the workforce as a whole. However, none of this tells us anything about the nature of such a relationship.

he currently dominant understanding of the relationship between higher education and the occupational order is framed in terms of the notion of 'transferable skills'. Such skills are presumed to be generic in nature (rather than specific to any particular subject-discipline or occupation), capable of being acquired and/or developed in the educational context, and 'transferable' to other contexts, particularly the various occupational settings to which graduates aspire and into which they are recruited. A variety of terms are used, usually phrases which are composed of various combinations of the words 'personal', 'transferable', 'generic', 'core', 'key', with the words 'capabilities', 'abilities', 'competencies', 'skills'. Whatever term used, there is generally assumption by proponents that the same concept is being used see, eg, the Key Skills in Higher Education Dissemination Project, (http://www.keyskillsnet.org.uk ), and Murphy and Otter, 1999.

For slightly more than a decade now, a variety of lists of such purported skills have been developed, at course, departmental and institutional level (see Drew, 1998, for review). Noting that the potential list of skills can become so long as to be selfdefeating, the Dearing Committee emphasised four of such skills, referred to as 'key skills' (NCIHE, 1997: 9.17), which it recommended should be included in the course programme specifications by all institutions of higher education. Various other agencies have promoted the notion that programmes of higher education should aim to develop students' 'skills' (eg AGR, 1995; CVCP, 1998), such that we might term this the 'skills agenda' in higher education. This paper will contest the conventional presentation of the skills agenda. It will be argued that the methods typically adopted for purportedly researching such skills are questionable, and fail to accomplish what is claimed in respect of empirical support for the skills agenda. More importantly, the concept itself, it will be argued, is flawed and fails to explain the nature of the relationship between higher education and graduate employment. A proposed reframing of the skills agenda will be presented, based on the notion of 'graduate identity'. Adopting a relational social theory approach to the notion of identity, the model of 'emergent identity' will be explored. It will be argued that identity claim, and its affirmation (or disaffirmation), are effected through conventions of warranting. The graduate identity may be seen as involving a two-fold process of warranting: claiming the right of entry into the occupational arena and claiming the right of re-entry to academia for advanced study and research. The implications of this for research and for the undergraduate curriculum will be considered.
Skills in learning and studying are vital to ensure success in higher education study, whether at undergraduate or postgraduate level, in university, college or in the workplace. Skills are needed in reflection, analysis, communication and recording information to produce good work, to engage effectively in a group, to carry out a project or perform well in exams; personal skills are needed to handle time and pressure and to relate to others on a course or in the workplace. This new guide builds on the hugely successful materials the authors have developed over the last 15 years. Along with highly practical guidance on traditional learning skills, The Guide to Learning and Study Skills provides guidance for students on learning in a blended environment, the increased use of personal and professional development planning, continuing professional development and work-based learning.