H Education World

1. H Education Worldwide
2. H Education World Ico
3. H Education World

Herrman, H., Saxena, S., Moodie, R., & World Health Organization. Promoting mental health: concepts, emerging evidence, practice: a report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation and the University of Melbourne. Available online.

Home - EducationWorld EducationWorld is India's most comprehensive education website for the EPS (educators, parents and students) communities. A global picture of attainment shows estimates and projections of the total world population by level of education. It shows that our world will be inhabited by more and more educated people: while in 1970 there were only around 700 million people in the world with secondary or post-secondary education, by 2100 this figure is predicted to be 10.

Our editors will review what you’ve submitted and determine whether to revise the article.

H.G. Wells, in full Herbert George Wells, (born September 21, 1866, Bromley, Kent, England—died August 13, 1946, London), English novelist, journalist, sociologist, and historian best known for such science fiction novels as The Time Machine and The War of the Worlds and such comic novels as Tono-Bungay and The History of Mr. Polly.

What role did science play in H.G. Wells’s life?

At age 18, H.G. Wells won a scholarship to study biology at the Normal School of Science in London, where he studied under T.H. Huxley. He graduated from London University in 1888 and became a science teacher. His study of biology spurred him to hope that human society might evolve into higher forms.

What did H.G. Wells write?

H.G. Wells was a versatile author. The Time Machine and The War of the Worlds, his early publications, were science fiction novels that remain classics today. The War of the Worlds gave popular mythology to the image of the Martian. He went on to write comic novels of lower middle-class life and popular educational books.

What was H.G. Wells’s view on human progress?

H.G. Wells was an optimist of a type characteristic of his generation, which was breaking free from Victorian norms. He believed in the doctrine of social progress and championed sexual freedom. After Word War I, however, Wells became more pessimistic about human progress, as reflected in the bitter tone of his later books.

Early life

Wells was the son of domestic servants turned small shopkeepers. He grew up under the continual threat of poverty, and at age 14, after a very inadequate education supplemented by his inexhaustible love of reading, he was apprenticed to a draper in Windsor. His employer soon dismissed him; and he became assistant to a chemist, then to another draper, and finally, in 1883, an usher at Midhurst Grammar School. At 18 he won a scholarship to study biology at the Normal School (later the Royal College) of Science, in South Kensington, London, where T.H. Huxley was one of his teachers. He graduated from London University in 1888, becoming a science teacher and undergoing a period of ill health and financial worries, the latter aggravated by his marriage, in 1891, to his cousin, Isabel Mary Wells. The marriage was not a success, and in 1894 Wells ran off with Amy Catherine Robbins (died 1927), a former pupil, who in 1895 became his second wife.

Early writings

Wells’s first published book was a Textbook of Biology (1893). With his first novel, The Time Machine (1895), which was immediately successful, he began a series of science fiction novels that revealed him as a writer of marked originality and an immense fecundity of ideas: The Wonderful Visit (1895), The Island of Doctor Moreau (1896), The Invisible Man (1897), The War of the Worlds (1898), The First Men in the Moon (1901), and The Food of the Gods (1904). He also wrote many short stories, which were collected in The Stolen Bacillus (1895), The Plattner Story (1897), and Tales of Space and Time (1899). For a time he acquired a reputation as a prophet of the future, and indeed, in The War in the Air (1908), he foresaw certain developments in the military use of aircraft. But his imagination flourished at its best not in the manner of the comparatively mechanical anticipations of Jules Verne but in the astronomical fantasies of The First Men in the Moon and The War of the Worlds, from the latter of which the image of the Martian has passed into popular mythology.

Behind his inventiveness lay a passionate concern for man and society, which increasingly broke into the fantasy of his science fiction, often diverting it into satire and sometimes, as in The Food of the Gods, destroying its credibility. Eventually, Wells decided to abandon science fiction for comic novels of lower middle-class life, most notably in Love and Mr. Lewisham (1900), Kipps: The Story of a Simple Soul (1905), and The History of Mr. Polly (1910). In these novels, and in Tono-Bungay (1909), he drew on memories of his own earlier life, and, through the thoughts of inarticulate yet often ambitious heroes, revealed the hopes and frustrations of clerks, shop assistants, and underpaid teachers, who had rarely before been treated in fiction with such sympathetic understanding. In these novels, too, he made his liveliest, most persuasive comment on the problems of Western society that were soon to become his main preoccupation. The sombre vision of a dying world in The Time Machine shows that, in his long-term view of humanity’s prospects, Wells felt much of the pessimism prevalent in the 1890s. In his short-term view, however, his study of biology led him to hope that human society would evolve into higher forms, and with Anticipations (1901), Mankind in the Making (1903), and A Modern Utopia (1905), he took his place in the British public’s mind as a leading preacher of the doctrine of social progress. About this time, too, he became an active socialist, and in 1903 joined the Fabian Society, though he soon began to criticize its methods. The bitter quarrel he precipitated by his unsuccessful attempt to wrest control of the Fabian Society from George Bernard Shaw and Sidney and Beatrice Webb in 1906–07 is retold in his novel The New Machiavelli (1911), in which the Webbs are parodied as the Baileys.

Middle and late works

After about 1906 the pamphleteer and the novelist were in conflict in Wells, and only The History of Mr. Polly and the lighthearted Bealby (1915) can be considered primarily as fiction. His later novels are mainly discussions of social or political themes that show little concern for the novel as a literary form. Wells himself affected not to care about the literary merit of his work, and he rejected the tutelage of the American novelist Henry James, saying, “I would rather be called a journalist than an artist.” Indeed, his novel Boon (1915) included a spiteful parody of James. His next novel, Mr. Britling Sees It Through (1916), though touched by the prejudice and shortsightedness of wartime, gives a brilliant picture of the English people in World War I.

World War I shook Wells’s faith in even short-term human progress, and in subsequent works he modified his conception of social evolution, putting forward the view that man could only progress if he would adapt himself to changing circumstances through knowledge and education. To help bring about this process of adaptation Wells began an ambitious work of popular education, of which the main products were The Outline of History (1920; revised 1931), The Science of Life (1931), cowritten with Julian Huxley and G.P. Wells (his elder son by his second wife), and The Work, Wealth, and Happiness of Mankind (1932). At the same time he continued to publish works of fiction, in which his gifts of narrative and dialogue give way almost entirely to polemics. His sense of humour reappears, however, in the reminiscences of his Experiment in Autobiography (1934).

In 1933 Wells published a novelized version of a film script, The Shape of Things to Come. (Produced by Alexander Korda, the film Things to Come [1936] remains, on account of its special effects, one of the outstanding British films of the 20th century.) Wells’s version reverts to the utopianism of some earlier books, but as a whole his outlook grew steadily less optimistic, and some of his later novels contain much that is bitterly satiric. Fear of a tragic wrong turning in the development of the human race, to which he had early given imaginative expression in the grotesque animal mutations of The Island of Doctor Moreau, dominates the short novels and fables he wrote in the later 1930s. Wells was now ill and aging. With the outbreak of World War II, he lost all confidence in the future, and in Mind at the End of Its Tether (1945) he depicts a bleak vision of a world in which nature has rejected, and is destroying, humankind.

H Education Worldwide

Situation of children’s right to education worldwide

Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of their children.

Causes of lack of education

Marginalisation and poverty

For many children who still do not have access to education, it is notable because of persisting inequality and marginalization.

In developing and developed countries alike, children do not have access to basic education because of inequalities that originate in sex, health and cultural identity (ethnic origin, language, religion). These children find themselves on the margins of the education system and do not benefit from learning that is vital to their intellectual and social development.

Factors linked to poverty such as unemployment, illness and the illiteracy of parents, multiply the risk of non-schooling and the drop-out rate of a child by 2.

Undeniably, many children from disadvantaged backgrounds are forced to abandon their education due to health problems related to malnutrition or in order to work and provide support for the family.

Financial deficit of developing countries

Universal primary education is a major issue and a sizeable problem for many states.

Many emerging countries do not appropriate the financial resources necessary to create schools, provide schooling materials, nor recruit and train teachers. Funds pledged by the international community are generally not sufficient enough to allow countries to establish an education system for all children.

Equally, a lack of financial resources has an effect on the quality of teaching. Teachers do not benefit from basic teacher training and schools, of which there are not enough, have oversized classes.

This overflow leads to classes where many different educational levels are forced together which does not allow each individual child to benefit from an education adapted to their needs and abilities. As a result, the drop-out rate and education failure remain high.

H Education World Ico

Overview of the right to education worldwide

Most affected regions.

H Education World

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled.

Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children.

Additionally, these regions must also solve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years).

Essentially this concerns Sub-Saharan Africa where more than half of children receive an education for less than 4 years. In certain countries, such as Somalia and Burkina Faso, more than 50% of children receive an education for a period less than 2 years.

The lack of schooling and poor education have negative effects on the population and country. The children leave school without having acquired the basics, which greatly impedes the social and economic development of these countries.

Inequality between girls and boys: the education of girls in jeopardy

Today, it is girls who have the least access to education. They make up more than 54% of the non-schooled population in the world.

This problem occurs most frequently in the Arab States, in central Asia and in Southern and Western Asia and is principally explained by the cultural and traditional privileged treatment given to males. Girls are destined to work in the family home, whereas boys are entitled to receive an education.

In sub-Saharan Africa, over 12 million girls are at risk of never receiving an education. In Yemen, it is more than 80% of girls who will never have the opportunity to go to school. Even more alarming, certain countries such as Afghanistan or Somalia make no effort to reduce the gap between girls and boys with regard to education.

Although many developing countries may congratulate themselves on dramatically reducing inequality between girls and boys in education, a lot of effort is still needed in order to achieve a universal primary education.

• UNESCO, Education