Understanding the right to education is fundamental to why education is significant in society as people would be born and continues to live their lives with no basic education or training in life (Vali, 2013). The right to education is prescribed at different levels in society, including the basic level of family, local communities, governments, and international communities. International levels like the Universal Declaration for Human Rights affirm that education is a fundamental right for everyone. The same is also detailed in the Convention against Discrimination in Education as an international standard. However, the right to education can only be facilitated by a stable environment that directly points to the standard of living. If the basic level of education begins at childhood and children are based in stable homes, then the environment is such that it promotes a good setting for the right to education to be achieved (Edgerton et al., 2011). The right to education is also focused on the leverage of what is there to gain against what will be lost if education is not pursued. The phenomenon takes people back to when education was invented and the need to pursue it was evident. The quest for education can be traced back to the Greco-Roman error and climaxed during the renaissance period when society sought specialization in different fields. The mentioned ancient periods were instrumental to the civilizations people enjoy today (Eisenbichler, 2014). Therefore, education forms one of the fundamental pillars for society to progress. Without education translates to a stalled society and diminished one in extreme cases. The right to education becomes a standard for existence and survival and mankind. The essence can be noted in the kind of problems man faces in modern times and the knowledge that is bombarded with the issues. Without education, society would not have had the opportunity to handle complex problems.
References
Vali, I. (2013). The Role of Education in the Knowledge-based Society. Procedia - Social and Behavioral Sciences , 76 , 388–392. https://doi.org/10.1016/j.sbspro.2013.04.133
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Edgerton, J. D., Roberts, L. W., & von Below, S. (2011). Education and Quality of Life. Handbook of Social Indicators and Quality of Life Research , 265–296. https://doi.org/10.1007/978-94-007-2421-1_12
Eisenbichler, K. (2014). A Short History of Renaissance and Reformation / Renaissance et Réforme. Renaissance and Reformation / Renaissance et Réforme , 37 (3), 19–52. https://www.jstor.org/stable/43446595
