Free Essay About Co Education Meaning

Mixed Schools versus Separate Schools

by ABHISHEK SINHA
(Gurgaon,Haryana)

Some people think that it is better to educate boys and girls in separate schools. Others, however, believe that boys and girls benefit more from attending mixed schools.

Discuss both these views and give your own opinion.


Certain group of society feels that it is beneficial for boys and girls to be educated in separate institutions, whereas it has an opponent view who trust and support both the sex studying under one roof. This is also called Co education. I think going to a mixed education school has a lots of benefit such as gaining confidence and not being shy, cost effectiveness, respect for women as well as being more responsible citizen.

It has been observed that children who study at mixed gender school are more open and gains confidence as a natural phenomenon of being appreciated by opposite sex. Boys as being close to girls and vice versa gives a good opportunity to understand each other. This later on turns into respecting each other rather than being bias. Being attracted to opposite gender helps them to take ownership and eventually are being a bonhomie and responsible person. Single roof education reduces the cost of education as two different infrastructure is not required. My cousin is one of the best example. He was very shy when he was in boys school, however, after being admitted to a coeducational he in the virtue of showing himself special, he improved dramatically and today he is a confident and bonhomie person.

Having said that, people will advocate in support of separate schools for genders for risk of being engaged and committing unfair activities. There has been several instances where boys or girls getting attracted to each other and impacted there studies. Others went into illegal relationship at very early age. This is true do we have any assurance that such acts will not happen if they study at separate school. The answer is no.

In conclusion, despite of some drawbacks and risk what a coeducation may have, can not defeat several advantages. Therefore in my opinion, I agree to the thought that coeducation is more beneficial for boys and girls.

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You can post your comments on this essay below.

Coeducation, education of males and females in the same schools. A modern phenomenon, it was adopted earlier and more widely in the United States than in Europe, where tradition proved a greater obstacle.

Coeducation was first introduced in western Europe after the Reformation, when certain Protestant groups urged that girls as well as boys should be taught to read the Bible. The practice became especially marked in Scotland, the northern parts of England, and colonial New England, where young children of both sexes attended dame schools. In the latter half of the 18th century, girls were gradually admitted to town schools. The Society of Friends in England as well as in the United States were pioneers in coeducation as they were in universal education, and, in Quaker settlements in the British colonies, boys and girls generally attended school together. The new free public elementary, or common, schools, which after the American Revolution supplanted church institutions, were almost always coeducational, and by 1900 most public high schools were coeducational as well. Many private colleges from their inception admitted women (the first was Oberlin College in Oberlin, Ohio), and many state universities followed their example. By the end of the 19th century, 70 percent of American colleges were coeducational. In the second half of the 20th century, many institutions of higher learning that had been exclusively for persons of one sex became coeducational.

In western Europe the main exponents of primary and secondary coeducation were the Scandinavian countries. In Denmark coeducation extends back to the 18th century, and in Norway coeducation was adopted by law in 1896. In Germany, on the other hand, until the closing decades of the 19th century it was practically impossible for a girl to get a secondary education, and, when girls’ secondary schools were introduced, their status was inferior to that of schools for boys. At present in many large municipalities, such as Bremen, Hamburg, and Berlin, coeducation at the primary level is the rule; at the secondary level there has been little change.

Antagonism to coeducation in England and on the European continent diminished more rapidly in higher education than in secondary. In England, Girton College at Cambridge was established for women in 1869, and the London School of Economics was opened to women in 1874. Germany permitted women to matriculate in 1901, and by 1910 women had been admitted to universities in the Netherlands, Belgium, Denmark, Sweden, Switzerland, Norway, Austria-Hungary, France, and Turkey.

Since World War II, coeducation has been adopted in many developing countries; China and Cuba are outstanding examples. There are many other countries, however, where social conditioning and religious sanctions have limited its success. In most Arab countries, for example, girls tend to drop out of coeducational schools at the age of puberty.

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