Education: Social Entrepreneurship Issues In Education

YES YOU CAN

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GROUP 3

POOJA, VISHNUPRIYA, NISHANTH

YesYouCan

Social Entrepreneurship issue that YesYouCan focusing on: Addressing the human capital challenge focusing on the underprivileged children. Step back for a moment and think about that. Our education system, a system meant to prepare young people for a future fail to meet the requirement, problem lies in its birth from a system of regulated learning that is linear and defined. Creativity is a mindset, not a talent. When we understand that creativity is a way of thinking that blends our imagination with the world around us, then true innovation can exist. Schools need to start taking a more creative approach to education. School need to emphasize the importance of

Yet, the same is the case from the point of view of the collective good. The advanced economies must rely almost exclusively on their human capital to gain a competitive edge in the world economy. Our societies are ageing very rapidly and future working-age cohorts are bound to be very small. Sustaining the welfare of a large aged population necessitates a homogeneously very productive workforce. Certainly, formal educational credentials remain as central as ever, but additional dimensions are gaining in importance, first and foremost cognitive abilities. The rising salience of relational skills, personality characteristics and social capital is also frequently noted. Cognitive development is very much important that is that facilitates the construction of thought processes, including remembering, problem solving, and decision-making, from childhood itself. Factors like motivation to learn, cognitive skills, economic background or cultural baggage widens the inequality gap in educational career following the underprivileged children. Traditionally, social policy for children has been preoccupied with the material welfare of child families. In the past, in fact, the prime concern had to do with the income problems that large families often experienced. Generally, family support was effectively divorced from educational policy, in large part because of one huge and erroneous assumption, namely that educational expansion and democratization would resolve the problem of unequal opportunities. In other words, social policies were not conceived as part-and-parcel of the quest for equal opportunities. Since innate intelligence is distributed normally across the population, it is clear that IQ cannot explain why children from less privileged social strata systematically perform more poorly than others, nor why