essay on competition in education

The Role of Competition and Culture in our Education Systems

By kate ericksen.

Recently, I watched a video on You Tube 1  showing 5 North Korean kindergarten children playing classical guitar together. They were playing them like pros with (dare I say it) plastic smiles and synchronized turning on their chairs. The performance was very polished and I watched with both a sense of awe and disbelief. I was wondering if the footage was really genuine, as it just did not seem possible that such young children could be playing such complicated classical guitar with such flourish and perfection.

However, what I found even more interesting was to read though the comments that people had written below the video. This video definitely sparked a powerful trigger with many people around the world and some rather heated arguments and discussions ensued. They ranged from awe and admiration, to disgust at how the parents must have pushed them so much, to a criticism of communist state education, which doesn’t allow children to experience childhood. A grown-up child performer wrote, who had been forced to practice for hours a day on the guitar, talking about how he would have bleeding hands, and the sacrifice that this required. Others admired the development of the brain which would have occurred due to this musical training and wished that in their culture, they took education as seriously as in Asia. These viewers’ comments echoed many of the sentiments that have passed through my head in the last few days, as I reflected upon a performance that I took part in judging recently in a school in the Philippines.

My purpose in writing this article is to explore the issues that surround competition in schools, across cultures and to reflect on whether the inclusion of competition at a young age encourages healthy development and promotes our neo-humanistic vision, or whether it goes ultravires to it. I will look at how cultural perceptions influence the way in which schools function and how we can encourage more “buy in” by staff at our schools to truly model the values we say we teach, of which our views on competition are one such value.

1  (http://tinyurl.com/68qxrmr)

Competition and Education

Competition is considered by many as healthy, a fact of life, and is an implicit part of education, in which grades are regularly assigned and students ranked against each other in class reports in many countries. We are all subjected to competition when we enter the workforce –competing against others to win the job, so the earlier we are exposed to it, the reasoning seems to go, the better prepared we will be to meet the challenges it poses. Thus, we should learn how to deal with disappointment – a natural consequence of competition – since there is only ever one winner and many losers.

As a classroom teacher, I have observed how having an element of competition in certain activities definitely does enhance interest and concentration. It seems a natural element in growing up, for example children regularly organize their own informal competitions at home, from simple activities, like who can make their ice-cream last the longest, to who can get the ball into the basket the most times.

Kids love guessing games, and I regularly employ “breathers” during formal lessons, in which we hold silly competitions to re-energise the class and provide a break from the challenges of academics. I wonder though how to tailor programs so that “healthy” competition does not become unhealthy. Where do you draw the line? How do you create competitions that encourage and motivate students, yet do not mean that some students’ self esteem will be damaged? What role would the assessment systems in a true neo-humanist school have on student self esteem and willingness to participate and learn? How, as neo-humanist educators, do we reflect our values in the different cultures in which we run our classes and schools?

Education theorists do not agree on whether competitive desires should be encouraged or constrained. One theory claims that, since competition is part of every culture and since education should transmit culture, it is necessary to incorporate competition into education to help children get used to it in later life. Another theory views competition as opposed to collaboration and, therefore, as an evil element in culture that should be curtailed. At school this often results in an ambiguous attitude towards competition, which confuses students, who will then try to compete successfully without making it appear they compete.

“It may help to distinguish two views of competition. In one view, all other competitors are perceived as the focus of competition; they need to be defeated. In the second view, the focus is oneself or some external entity (such as the clock or a mathematical problem). The latter view is more conducive to teamwork, which has become even more important in modern society.” [my emphasis][i] 

School counselors invariably are against the absurdity of some of the competitiveness that occurs in schools, because they have to deal with the fallout – distraught students whose hopes have been dashed, those who can’t face their peers or teachers after being judged negatively, and those who become suicidal due to extreme pressures of competition – a well-known side effect of the stringent Japanese education system.

Many of the comments related to the Korean children’s performance referred to earlier, reflected the cultural bias of those from different education systems and their concept of a “proper” childhood. As our AMSAI schools are often run by international personnel, we have the benefit of looking at things from a different perspective to the local culture, but we also need to maintain a balanced view and remember that every culture has both positive and negative aspects, including our own “home” culture. How do we sieve out and use the different positive aspects of both to enhance our curriculums and systems of school management, whilst reducing the negative ones? How do we influence the teachers’ styles of teaching to reflect these values? If our teachers don’t understand our values or don’t place importance on them, what do we do?

Education reflects the culture of society in its current evolution

The most memorable education paper I read at the University talked about the development of the concept of childhood as being only a very recent phenomenon. Prior to about 1850, children in the Western world were viewed as tiny adults, who were expected to undertake the same responsibilities and tasks as adults, albeit imperfectly, due to their undeveloped physical structures – thus earning them repeated beatings and scoldings. Child labour was the norm and “education” was the domain of rich children who received private tuition from hired subject tutors and governesses.

This system is still the norm in many “undeveloped” countries of the world today, where older girls do not attend school, or attend intermittently, because their main responsibility is to assist the mother in the raising of younger siblings, cooking, cleaning, feeding and caring for sick infants etc. Boys may be expected to help out in the farm instead of going to school, or be withdrawn from school at key times in the agricultural calendar to help the father, or as an apprentice in his chosen profession. A child (and subsequently a teacher) raised in this type of world is going to have quite a different set of values and expectations than those of a child raised in a society which views childhood as a prolonged period of dependency and the opportunity to “have fun” without worrying about livelihood, where children are raised on a diet of TV, computer games and out of school hobbies are encouraged. (The teachers whom I worked with in Ghana did not understand the word “hobbies” and what it implied).

Only in the last two hundred years, since the Industrial Revolution, has formal education become the domain of the common person. With the rise of factories, there arose a system of “factory” education in which students are mass produced, much like material commodities. Our schooling systems today reflect this global emphasis on capitalism, competition and materialism – the ostensible aim is to produce happy and balanced children who will slot into the workforce with a minimum of effort from employers. Needs should meet the demand. When there is a gap between the two, then the education system must change to accommodate this. Verhoef, author of an interesting article on the different types of competitions included in educational practise explains further:

“As the demands on a society change, its culture changes, and consequently also its educational practices must change. Though difficult to understand in detail, this process of change appears to be a never-ending, self-propelling cycle. In order for a system with feedback to be stable, the response to change must be delayed. Education, therefore, always seems too late in its adjustment. Currently, the knowledge and skills to survive in what has become known as the information society are being incorporated.”[iii]

School driven missions and objectives

The public school in New Zealand, where I have worked for the last few years, last year undertook professional training in a program called PB4L – Positive Behaviour for Learning. This program has been used successfully in difficult and low socio-economic schools in Australia, US and around the world. Part of this program meant the school had to go through considerable consultation processes with parents, teachers and children to identify those core values felt to be important by the community. Once identified, then it is the role of teachers to transmit them and make students very conscious of them. Parents are expected to follow up on this back home too.

We came up with the “3 B’s” – Be respectful, Be responsible, Be safe. It was important that the values were simple and easy to remember. This then meant that we looked at ways in which we could promote this message. Certificates are now issued on a weekly basis at school assemblies to those students who display these core values. Students who display these values at lunchtime have their names put in a raffle which is drawn at each weekly assembly, of which prizes include educational books. Lessons in social graces and being a helpful citizen were designed during staff training sessions, where we broke into different groups and looked at different behaviours we wished to see our students modeling. These behaviours (such as sitting whilst eating or standing in a line before moving quietly through the school) were then explicitly taught, rather than students being expected to learn them through osmosis.

How does this relate to competition in schools? For me, it shows that it is important to take the time to sit down with teachers and stakeholders at the school to really identify those values which we deem to be important, and to then use these as a guide against which to judge the various programs we implement across the school. Having all people contributing in the process means that those initiatives will then be taken on board by more people, rather than it just being a decree that comes down from management. So – the values in a Neo-Humanist school are intricately linked with Yama and Niyama. What about actually looking at our school programs in the light of two or three of these principles and really reflecting on and thinking deeply about what we are doing. I mean a deep reflection, not a superficial one. If you were to choose three values, what would they be? Would “be respectful” then influence your policies on competition? How?

Despite groaning about it at times, it has meant that head teachers have been provided with a clear insight into how to guide the teams of teachers beneath them in the implementation of these values. Many insightful discussions amongst teachers have been initiated and plans of action formed, which I would say deeply reflected neo-humanist values and a respect and empathy for the students in their care. It has altered the way that we run sports competitions at our school and infiltrates every aspect of the school programs and systems that are put in place. It affects the way a teacher sets up her classroom, and the way that problems are dealt with between students when they are encountered.

Shrii PR Sarkar on Competition

What does the founder of Neohumanist Education have to say about the role of competition in education? When I questioned the benevolence of competition, I was told by some that Shrii PR Sarkar was very much pro-competition. I came across this quote early on in my research on competition amongst Sarkar’s extensive writing:

“Kaos’ikii [a yogic dance for physical health] is beneficial for both men and women. Competition in tándava [men’s yogic dance] and kaos’ikii is very good and encouraging. I strongly support it. There should be competitions wherever there are Ananda Margiis [practitioners of a specific system of yoga and meditation]. There should be competitions even where there are no Ananda Margis. There is no harm in it; rather it is beneficial in all respects.” [iv] 

I understand this quote to relate directly to the performance of kaoshikii and tandava competitions, not as a blanket statement about the beneficial nature of competitions across all areas. It is this quote however, which I suspect is being referred to, when I am told that Shrii PR Sarkar approved of competitions. If the last two sentences are taken out of context, then certainly, it would seem that he approved of all types of competition.

I delved deeper to see if I could find other statements, which would either support the assumption that all competitions are beneficial, or whether it is relating to purely tandava and kaoshiki. This is what I came across:

“…to bring about the real well-being of humanity, greater attention has to be paid to the psychic and intellectual expressions of human beings, for that will lead to perfect spiritual composure and all-round fulfilment in human life. Competition in the realm of physical pabula may bring satisfaction in material enjoyment, but it leads human beings far, far away from inner tranquility.”[v] 

So, in this quote Shrii PR Sarkar is saying that competition may bring about material benefits, as economists have proven to be true, and winners of Olympic medals, may vouch for this too – but for those trying to develop “perfect spiritual composure” and “inner tranquility” it will lead them far away. This then, seems to be key to our education system– where greater attention has to be “paid to the psychic and intellection expressions of human being.” This would then imply that we should carefully look at the types of competition we encourage in our schools, and gear them more towards competition to better one’s own performance rather than against another child.

In conclusion, I would encourage directors of our neohumanist schools across the globe to initiate discussions with their staff, in which they were not preaching at them and trying to change them, but rather recognizing them as fellow travelers on the path to realization. Take the time to seek their valuable opinions and expertise in the culture in which they are teaching. Together plan or alter programs to fit in alignment with a set of shared values which is co-created by all stakeholders in the school, and which then become part of the school’s motto and is displayed visibly around the school.

As both an educator and a spiritual aspirant, it is valuable to take time out to reflect on our actions and systems and how they either nurture or conflict with the values we say we espouse. By promoting the type of competition which focuses on improved self-performance, rather than against a competitor, it actually encourages colloboration and co-operative learning, which are surely aspirations for our neo-humanist schools.

GP Essay #60: Is competition essential for effective education? Discuss. 

“Intelligence plus character- that is the true goal of education.” This quote by Martin Luther King Jr succinctly summarizes the purpose of receiving an education. In order to push students’ boundaries and to inculcate in them values like determination and diligence, some believe that an element of competition and ranking is necessary. However, in my opinion, if competition is in excess, the education system will be rendered counter-productive due to the negative effects of encouraging hyper-competitiveness in students. Therefore, while competition is an important factor in molding people of character that will contribute to society, safeguards need to be in place to ensure that the extent of competition in the education system does not become excessive or obsessive. 

Why is competition important? One of the key reasons is that it offers a very clear goal and motivation for students to do better at their studies. Take the Chinese education system for example. Though certain people would term it as ‘extreme’, it is undeniable that China has managed to produce many bright talents especially in the area of science and mathematics due to the competition in schools. With such a large student population and a relatively tiny number of spaces in the most prestigious local universities like Beijing University, competition is a motivator for students as it pushes them to secure a bright future on their own. This is loosely based on the Darwinian idea that only the fittest survive, which encourages students to strive to be classified as the ‘fittest’ and reap the rewards of being so. Therefore, it is believed that competition is necessary to bring out the best in people, and also to stretch their potential.

Moreover, we should recognize that competition does not always mean competition with one’s peers in school. It also includes competition against oneself. This is the reason that schools often have awards for “Best Progress” and “Most Improved” student. Such awards allow students to also compete with themselves and prevent them from becoming complacent. It also pushes students to continuously strive for improvement in all areas of their studies, which will ultimately help increase the overall intelligence in students and promote a sense of perseverance in them- a very important character trait in today’s society. Therefore, this demonstrates how competition with oneself in education is important as it emphasizes personal growth and self-improvement to achieve one’s fullest potential. 

However, the idea of competition in schools has met with a lot of opposition in recent years, and for good reasons too. Excessive competition can definitely be unhealthy- and there is proof of this. In Singapore, one of the most scandalous cases was a recent “Sex-for-grades” case 

where a university student gave sexual favours to a professor in order to score good grades. Many blamed the intensely competitive education system, where so much emphasis was placed on doing well in one’s studies, that it is almost as if one’s entire life depends on grades in Singapore. Other than in Singapore, the number of teachers flagged statewide in Dallas for having sex and other inappropriate relationships with students continues to rise, according to the Texas Education Agency (TEA). In 2018, the TEA opened 429 cases into inappropriate student-educator relationships, an alarming approximate 42% increase from the prior year. Thus, it can be argued that excessive competition encourages corrupt means to do well. Students will turn to wrong and immoral methods to stay on top of the competition. Additionally, placing high stakes in examinations not only results in excessive competition, it also leads to stress. Sometimes, the pressure may be too much to handle. In Singapore, we are no strangers to the huge amounts of academic stress that can overwhelm students. Singapore had a tragic wake-up call when an 11-year-old boy fell 17 floors from his bedroom window in a deliberate act of suicide. This was because he was fearful of revealing his poor grades to his parents. Moreover, more teenagers from top schools in Singapore are reportedly seeking help at the Institute of Mental Health (IMH) for school-related stress. This serves as a unfortunate example illustrating how a “pressure-cooker” education system with far too much competition can actually overly stress students out and ruin their psychological wellbeing or even cause them to take their precious lives. 

However, it must also be acknowledged that not all education systems in the world require competition to function well. For example, in Finland, high-stakes standardized tests are literally a completely foreign concept. These students take only a few tests yearly, and when they do, they are mostly low-stakes. However, the quality of teaching has made Finnish students consistently near the top when it comes to international education rankings including the Programme for International Student Assessment (PISA). Therefore, while students are not pressurized to compete in high-stakes examinations like the Scholastic Assessment Test (SATs), they manage to perform very well because the Finnish education system focuses more on consistently learning and improving rather than one-shot measurements and ranking of students’ capabilities. This serves as proof that competition may not be necessary in the initial, pre-university stages as younger children may require more positive reinforcement to be motivated to keep learning.   

There is more than one way to a destination. Competition can be a method to prevent complacency and laziness in students, and to serve as motivation for students to constantly better themselves. However, constant checks and reviews are definitely needed to ensure that competition does not breed corruption and underhand methods of succeeding. In addition, competition may not be necessary in every single aspect of learning as that may result in an overly stressful learning process. Instead, perhaps competition can come in at a later age, where students will be mature enough to cope with stress and the occasional defeat, which will make competition effective in shaping the character of students. 

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25 Competition in Education

Fabrizio Butera, Professor of Social Psychology, Institute of Psychology, University of Lausanne

Wojciech Świątkowski, University of Lausanne

Benoît Dompnier, Senior Lecturer, Institute of Psychology, University of Lausanne

• Published: 08 December 2021
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In this chapter, the authors delineate how competition circulates through education. First, the authors show how competitive ideologies, values, and norms are transmitted from society to educational institutions, in particular ideologies and values such as meritocracy, the belief in a fair free market, and neoliberalism, as well as norms such as productivism and employability. Second, the authors review the competitive structures and climates within educational institutions that shape students’ values, goals, and behaviors, in particular structures such as normative assessment, tracking, and numerus clausus , as well as climates such as classroom climate, goal structures, and error climate. Third, the authors report research that documents the impact of students’ competitive values, goals, and behaviors on educational outcomes, from learning and achievement to social relations. Finally, the authors conclude by reflecting on how such a socialization of students may impact society in a feedback loop, either in terms of maintenance of the status quo or in terms of social change.

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The role of competitions in education

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Motivation for Learning: Competition Vs. Collaboration

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Competition. A strong idea that propels many of us to motivate in real ways.

I’m fiercely competitive; I always have been. Having played many sports when I was a student, often as the only girl on an all-boys team, I clearly understood the level of play I needed to be at if I didn’t want to be made fun of or ostracized by my teammates.

Competition didn’t only come out on the field, it came out in the classroom too. Those days when exams were returned or projects handed out, all of us would gather to see who won the prize of the highest score. Eagerly, I would flip to the back page and promptly turn around to my friend Seth to see what he got . “Ha! I beat you by one point AGAIN!”

Looking back on this experience, I’m a little embarassed. After all, learning and sports, although exhibiting some elements of friendly competition, are really about collaboration. We need to be a team to really grow as learners and players.

As adult learners in a building, there are still uncomfortable levels of competition, whether it’s about evaluations or program assignments or maybe even likeability among our students. These aren’t popular things to admit, but they surely exist, the same way they do with our students.

That being said, collaboration is really the quality we must aspire to.

Each of us offers a wealth of experience and knowledge, but not without deficit. When we work with each other, our natural strengths have an opportunity to be challenged and improved and our deficits have the chance to be lessened. We are truly better together.

So how can we foster collaboration in our classrooms and schools?

We must develop environments that prize people working together over ones that promote a winner. I’m not suggesting, however, that everyone should get a trophy... that is a matter for another post.

Here’s what we can do:

• Get rid of grades . Grading although one method of communicating learning, is a fairly ineffective one. And although this is the way we have always done it, it doesn’t serve anyone. Learning is personal and everyone does it at a different rate. We must have kids competing with themselves to progress not with each other when the starting point may not be the same and therefore unequal. Let’s make learning about learning and NOT about being better than our classmates or colleagues.
• Offer opportunities in class for students to work together as a group . Allow natural problem solving to happen where students are giving a challenge and expected to figure out a variety of solutions together. In this same way, teachers need these opportunities as well in their learning experiences.
• Build relationships . Give students multiple opportunities to get to know each other so that a trusting relationship can be built. There are more effective collaborations when we know and trust each other. Notice I didn’t say anything about liking each other. Sure that helps, but it certainly isn’t necessary to be able to work together. Healthy respect goes a long way that sometimes friendship can detract from in learning situations, especially for adolescents.
• Don’t assume that kids know how to collaborate. Explicitly teach them how. Model it with other teachers. Show them the outcomes of collaborative efforts versus individual ones.
• Be transparent. Not all collaborative efforts will be a success, especially not at first. It takes work to be able to find success in this model because it so different from a competition model. It’s okay to lean on each other for help and to switch roles and share responsibility, but all of that takes practice. Always build time in the experience for practice.

If we truly want to change the world (and/or education), we have to work together; it’s just too big of a project for any one person to take on alone. So if you have a great idea, share it. Find the right people who will lift you up and build it out and then make it happen. We are so much better together.

What’s one experience you have had that was more successful because you collaborated instead of working alone? Please share

The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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10 Ways Competitions Enhance Learning

Posted July 4, 2016 by Josh Neubert

Competition may be one of the most contentious and misunderstood topics in education. Should our students compete? What about collaboration? Doesn't competition create winners and losers? Its hard to know what to believe when it comes to competitions in education because there is so much misinformation and seemingly conflicting research studies on the topic.

We wanted to cut through the confusion and get down to the research-backed impact. In this post we only address a few of the positive benefits that students can receive. We do recognize that there are potential detriments from competitions. We'll address these in a future post and explore how to avoid them. It is also important to understand that not every competition will provide all of these benefits, and not every competition will be structured to maximize benefits. Through the expanding use of ICS's best-practices in competition design, more and more programs are beginning to understand how to structure the rules and processes of the competition to maximize Net Collaborative Impact.

In future posts we'll explore each of the benefits listed below in more detail and review some of the actual research studies that help us understand how they work. For now, we're going to give a brief overview of a few selected personal benefits to the participants. This is not a comprehensive list, nor is it a full examination of the research. It is a selection of benefits pulled from the research literature that we deemed highly potent for our students. So, without further adieu, we give you the 10 top personal benefits of Educational Competitions:

1. Improving Teamwork and Collaboration

One of the most common concerns and misconceptions regarding educational competitions is the "Competition vs. Collaboration" debate. We mistakenly think that competition is the antonym to collaboration (see more on this in our post  Redefining Competition in Education ); however, when we break it down, well-structured, consciously designed competitions actually foster collaboration and team work. Most team-based educational competitions require students to take on challenging tasks that require good communication, collaboration, and teamwork. The fact that they are striving to achieve such a challenging task together, makes them work harder at understanding their specific skills, and how to work well with one another. The fact that they know other teams are aiming to achieve the same goals, goes a long way in motivating the teams to become more cohesive, and better collaborators.

2. Enhancing Social and Emotional Learning.

Social and Emotional Learning (SEL) is a complex area of development for students and the educators trying to help them. There are so many factors at play here it is sometimes difficult to determine what will have an impact, and if the same interventions will have the same impacts on all students. As with all methodologies used  to help students gain social and emotional skills, competitions can have a wide range of impacts on different students. However, we know best-practices in competition design to help students maximize their benefits from competitions. Through competitions students can gain better understanding of how to deal with conflicting opinions and ideas. They can learn how to collaborate with widely differing personalities. They can learn to manage subjectivity in their lives. And they can learn to better gauge and evaluate risks. There are variances in how students react to competitions that also impacts how they will realize these benefits. Gender variances exist as do socio-economic variances and age variances. Knowing these facts allows us as coaches, competition organizers, and educators to direct our support to help each student individually maximize these benefits from competitions.

One critical piece to increasing a student's academic self-identity is in having heroes and idols that they can look up to. Students in K-12 grades are especially malleable to the influence of older peers and those they perceive as being "socially superior" to themselves. To help students increase their respect for academics and interest in learning, it is important that they have heroes in these fields that they can look up to. Competitions are the strongest way to do this. We can learn from athletics on this where we have very specific evaluation criteria on which our youth can easily see who is an expert in the field and who is not. We know that Lebron James is an expert at basketball because of his ridiculously high numbers of shots, rebounds, blocks, and ultimately wins. Without the competition to showcase his skills, would our students still be able to recognize him as a hero they aspire to? Taking a similar structure into academics will help our students place value on educational criteria in ways that they currently cannot.

This is another contentious one when it comes to people's perceptions of competitions. Its often said that by creating external incentives, we end up decreasing intrinsic motivation of students because we highlight the value of the task as only being valuable because of an external reward. This was famously highlighted in this brilliant RSA Animate video . What has happened in the world of competition design since the research underlying that video was conducted is that we've learned how to do incentives right. Simply trying to incentivize a task that requires even a little mental effort with a monetary reward is not a good motivator. However, we know that creating a challenging, purposeful process behind the task IS a good motivator! Competitions have learned this and are relying more and more on highlighting the process and purpose driven challenges behind the competition to drive student motivation. Rarely do we see competitions simply highlight the large awards at the end as the reason to participate. ICS's best-practices in competition design help coaches and competition managers understand how to implement these changes so that their students develop and maintain intrinsic motivation for the challenges they're faced with.

5. Enhancing Beneficial Peer Comparisons.

Students are constantly comparing themselves to their peers. This is a fact of life that we cannot stop. Comparison is built into human nature. It is a natural way of evaluating how we're doing on the things that matter to us. What we can change are the items on which we compare ourselves. For K-12 students, comparisons are mostly made around items of social status; how likable we are, how many friends we have, how much respect others give us. What we hope to do is to help students see academics as a favorable area in which to compare themselves. To do this we need to place real-world value on academic tasks. We can again take a lesson from Athletics. By placing concrete values on academic tasks similar to how sports competitions assign value to physical attributes, we can begin to increase the beneficial comparisons students make about their academic performances. We don't mean to say that students should value themselves based on their performance in academic competitions, but just that they should be able to place a certain level of respect and appreciation on the academic prowess of students with these skills. When well-designed, competitions can help students move towards these beneficial peer comparisons and place them in a similar high regard along with other social status comparisons.

6. Strengthening Academic Self-Concept.

This is again a very contentious area for academic competitions. Many will say that competitions create winners and losers, where the losers are then taught that they are not good enough to perform in academics and have their academic self-concept crushed. However, research in social psychology has advanced the field of competition design by leaps and bounds in the last decades. We now know how to mitigate the negative impacts of not-winning a competition and highlight the participation. In basic zero-sum-game competitions, it may happen that students who repeatedly lose end up having lower self-concept in the challenge topics. However, competition design has become much more complex than this. We can take our lesson here from... I hate to say it... but from Reality TV. Look at what many of the performance based competitions on TV do when a team is kicked off. They celebrate their participation. They highlight their effort that it took to get them there, and showcase how the team enjoyed every minute of the challenge. This is just one mechanism in competition design to ensure that even the "not-winners" end up benefiting from their participation. Simply because you don't win the end goal, doesn't mean that you are a worthless good-for-nothing student. Imagine if Basketball was held to this same misconception. We'd have no basketball players left! Everyone would quit and go home to become an academic! Losing in a competition does not have to diminish the participant's self-concept. In fact, research has shown that it can actually enhance self-concept more than winning in some cases!

7. Facilitating Growth Mindsets.

In 2006, Dr. Carol Dweck published her now famous book, "Mindset." This laid out the benefits of having a growth mindset in learning and in life. Dweck noted that by having a growth mindset, we constantly look for ways to improve ourselves, and this leads to increased opportunity in our careers and personal lives. Learning to have a growth mindset is not something that is taught in school. We can gain this skill by conducting small iterations and repeatedly exploring improvement in the tasks we take on. Competitions set a framework for practicing and facilitating a growth mindset for our students. They give benchmarks upon which we can base our improvements, and put value on the challenge of improving.

8. Building Mental Toughness.

Persistence, resiliency, and grit are all components of Mental Toughness. These valuable real-world skills come in handy across every area of our careers and lives. We must know how to bend and not break under pressure. We must learn how to handle stressful, competitive situations. Educational competitions in a K-12 setting provide students with safe scenarios in which they can practice these skills. Students faced with tough challenges can learn how to pick themselves up and try again when they fail. They can learn through their participation that failing to achieve the best marks is not the end of the journey, but just a stepping stone, and an amazing learning experience. Limiting students from participating in competitive environments during their K-12 education can be a huge detriment to their future careers. Companies look for employees who are able to handle the stress of competitive situations they will be faced with. Educational Competitions ensure that students will not be put in these situations for the first time when they jump into their jobs.

9. Developing Agency.

The "Yes man" is so last century. Companies in the high-tech industries driving our economy today look for employees who can think. People who can analyze situations and determine a course of action without being told what to do. Unfortunately, our traditional lecture and test model of schooling leaves no opportunity for students to practice these skills. Competitions on the other hand often require them. In many models of educational competitions, students are required to think on their feet, analyze results of their processes, and make improvements, or determine a new course of action. Through the process of these competitions students take on the responsibilities. Much is on the coach to follow best-practices in guiding the students through this process so that they aren't being overbearing and making decisions for the team or leaving the team not knowing how to move forward. When the coach is well trained, students find themselves forced to learn how to get themselves going and over time develop strong agency and self-motivation.

10. Improving Risk Analysis.

In traditional schooling, there is little opportunity to teach students skills in risk analysis. More and more schools are beginning to understand the importance of this and other 21st century skills; however, few are successfully executing high quality programs where students are required to analyze risks in real-world situations and determine a course of action. Many types of educational competitions provide a safe environment for them to do so. In tournaments, Engineering Design Competitions, and Open Solution Challenges there are many ways in which students are tasked to evaluate risk. Through these programs we can help students become better prepared for the 21st century workforce by having well developed risk-analysis skills.

These are just a few of the broad spectrum of benefits that students can achieve through educational competitions. Many go hand in hand with each other, but none are guaranteed. It is critical that our educators, coaches, parents, and competition organizers understand the best-practices in executing competition design in ways to ensure these benefits are realized. We have not address all of the benefits to students in this post, nor have we begun to explore the social and community benefits that can be gained through educational competitions. We will address each of these benefits in more detail along with additional community-based benefits in future posts. We will also explore the potential detriments that may result from competitions and examine how to avoid them in future posts.

We hope this is an interesting beginning to the conversation of how educational competitions can be positively impact education. For ICS this is a continuous process to refine best-practices in challenge-based-learning, we always welcome thoughts and comments from our community.

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Essay on Competition

Introduction to Competition

Competition is an intrinsic aspect of human society, permeating various aspects of our lives, from academic pursuits to professional endeavors. Competitions, the rivalry between individuals or organizations vying for a common objective, are essential for forming skills, promoting creativity, and influencing personal growth. This essay explores the multifaceted nature of competitions, delving into their historical significance, diverse manifestations, benefits, drawbacks, and broader impact on education, the workplace, and society. By examining the dynamics of competitions, we can gain insight into their complexities and implications for individuals and communities alike. Through this exploration, we aim to unravel the nuanced interplay between competition and human endeavor, ultimately shedding light on its profound influence in shaping our collective experience.

Historical Perspective

Competitions have been a fundamental aspect of human society since ancient times, evolving alongside societal structures and cultural norms. Understanding their historical evolution provides valuable insight into their significance and enduring presence in contemporary society.

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Evolution of Competitions in Human Society

Competitions trace their origins to primitive societies where they served as a means of survival, determining leadership , and allocating resources. As human societies developed, competitions became more formalized, often intertwined with religious rituals, warfare, and political power struggles.

1. Examples from Ancient Civilizations

• Ancient Greece : The Olympic Games, dating back to 776 BCE, epitomize the ancient Greeks’ reverence for physical prowess and athletic excellence. These games celebrated athleticism and served as a platform for diplomatic relations and cultural exchange among city-states.
• Ancient Rome : Gladiatorial contests were a prominent competition in ancient Rome, where gladiators fought to the death to entertain spectators. These brutal spectacles reflected the values of Roman society, emphasizing strength, courage, and the subjugation of opponents.
• Ancient Egypt : Competitions in ancient Egypt encompassed various domains, including art, architecture, and literature. For instance, the annual Heb Sed festival showcased the pharaoh’s vitality and legitimacy through ritualistic competitions and celebrations.

2. Modern-Day Manifestations

• Sports Competitions : The legacy of ancient athletic competitions lives on in modern sports events such as the Olympics, FIFA World Cup, and Wimbledon. These global spectacles celebrate athletic prowess and promote international cooperation and cultural exchange.
• Academic Competitions : Academic competitions like spelling bees, science fairs, and debate tournaments provide platforms for students to showcase their intellectual abilities and engage in scholarly discourse. These competitions foster critical thinking skills and intellectual curiosity among participants.
• Business Competitions : In the corporate world, competitions manifest in various forms, including market competition, entrepreneurship challenges, and business plan competitions. These competitions drive innovation, encourage strategic thinking, and propel economic growth.
• Artistic Competitions : Artistic competitions, such as film festivals, music competitions, and art exhibitions, allow artists to showcase their creativity and talent. These competitions contribute to the enrichment of cultural heritage and artistic innovation.
• Technological Competitions : Technological competitions, such as hackathons, robotics competitions, and innovation challenges, serve as platforms for technological innovation and problem-solving. These competitions drive advancements in science and technology and promote collaboration among participants.

Types of Competition

Competitions encompass various activities and endeavors, spanning multiple domains and disciplines. Understanding the diverse types of competitions sheds light on the breadth of human endeavor and the myriad ways individuals and groups strive for excellence.

1. Academic Competitions

• Debates and Oratory Contests: Academic competitions in the form of debates and oratory contests challenge participants to articulate arguments persuasively and defend their viewpoints on topics ranging from politics to philosophy.
• Science Fairs and Research Competitions: Science fairs provide platforms for students to showcase their scientific inquiries, research findings, and innovative projects, fostering a culture of inquiry and discovery.
• Mathematics and Coding Competitions: Competitive settings like the International Mathematical Olympiad and coding competitions like hackathons assess participants’ problem-solving and computational abilities.

2. Athletic Competitions

• Team Sports: Athletic competitions in team sports, such as soccer, basketball , and volleyball, pit teams against each other in structured matches or tournaments, showcasing physical prowess, teamwork, and strategic insight.
• Individual Sports: Athletic competitions encompass various disciplines, including track and field events, swimming, gymnastics, and martial arts, where athletes compete against each other to achieve personal bests or win medals.
• Extreme Sports and Adventure Races: Extreme sports and adventure races challenge participants to push their physical limits in unconventional settings, such as mountain climbing, extreme skiing, obstacle courses, and endurance races.

3. Professional Competitions

• Business Competitions: Professional competitions in business and entrepreneurship, such as startup pitch competitions and case competitions, provide aspiring entrepreneurs and business professionals with opportunities to showcase their innovative ideas and strategic insight.
• Artistic Competitions: Professional competitions in the arts encompass a wide range of disciplines, including visual arts, performing arts, literature, and design, where artists compete for recognition, awards, and career advancement.
• Professional Sports Leagues and Tournaments: Professional sports leagues and tournaments bring together athletes at the highest levels of competition in sports such as football, basketball, tennis, golf, and more, where they compete for championships, titles, and financial rewards.

4. Artistic Competitions

• Visual Arts Competitions: Artistic competitions in the visual arts include exhibitions, juried shows, and competitions in painting, sculpture, photography, and mixed media, where artists compete for recognition, awards, and exhibition opportunities.
• Performing Arts Competitions: Performing arts competitions encompass disciplines such as music, dance, theater, and spoken word, providing performers with platforms to showcase their talents, compete for awards, and gain exposure to audiences and industry professionals.

5. Technological Competitions

• Robotics Competitions: Technological competitions in robotics challenge participants to design, build, and program robots to compete in tasks and challenges that demonstrate technical prowess, innovation, and problem-solving skills.
• Hackathons and Coding Competitions: Hackathons and coding competitions bring together programmers, developers, and technologists to collaborate on innovative projects, solve real-world problems, and demonstrate their coding skills in competitive settings.
• Engineering Competitions: Engineering competitions encompass various disciplines, including aerospace engineering, civil engineering, mechanical engineering, and more, where participants design, build, and test prototypes and solutions to engineering challenges.

The Role of Competition in Education

Examining the role of competition in education involves students, educators, and institutions engaging in various forms of competition within the educational arena.

1. Enhancing Learning and Performance

• Motivation for Academic Excellence: Competition in education can be a powerful motivator for students to excel academically. The desire to outperform peers or achieve high grades can drive students to invest time and effort in their studies, leading to improved learning outcomes.
• Preparation for Real-World Challenges: Educational competitions simulate real-world challenges, helping students develop problem-solving skills, critical thinking, and the ability to perform under pressure. These experiences contribute to the holistic development of students and prepare them for future endeavors.
• Recognition and Opportunities: Academic competitions provide a platform for recognizing and rewarding exceptional talent. Students who excel may receive scholarships, awards, or other opportunities that further their educational and professional pursuits.
• Fostering a Culture of Excellence: Healthy academic competition can foster a culture of excellence within educational institutions. When students and educators strive for excellence, it creates an environment that values continuous improvement and innovation.

2. Alternatives to Traditional Competitive Structures

• Collaborative Learning Environments: Promoting collaborative learning environments shifts the focus from individual competition to group achievements. Encouraging teamwork and shared goals can enhance creativity and problem-solving skills.
• Project-Based Assessments: Implementing project-based assessments allows students to showcase their knowledge and skills in practical applications. This approach emphasizes real-world problem-solving rather than focusing solely on exam performance.
• Emphasis on Intrinsic Motivation: Creating an educational environment that nurtures intrinsic motivation can reduce the reliance on external rewards and competition. Encouraging a love for learning and curiosity can lead to more sustainable academic engagement.
• Holistic Assessment Approaches: Holistic assessment approaches move beyond traditional grading systems by considering a student’s overall development, including social skills, creativity, and critical thinking, rather than solely focusing on exam results.

Competitive Dynamics in the Workplace

Competitive dynamics encompass individual’s and organizations’ interactions, strategies, and behaviors as they navigate competitive environments. Understanding these dynamics is crucial for effectively managing teams, fostering innovation, and achieving organizational success.

• Competitive Work Environments : Workplace environments often foster employee competition driven by performance evaluations, promotions, and recognition. The desire to excel and stand out can lead to heightened colleague competitiveness.
• Collaboration vs. Competition in Business : While competition is inherent in business environments, collaboration also plays a vital role in driving success. Balancing competitive pressures with collaborative efforts is essential for fostering teamwork, sharing knowledge, and achieving collective goals.
• Strategies for Healthy Competition : Encouraging healthy competition involves creating a supportive and inclusive workplace culture that promotes fairness, transparency, and respect. Providing opportunities for skill development, recognizing achievements, and offering constructive feedback can mitigate the adverse effects of competition and encourage growth.
• Innovation and Creativity : Competition can fuel innovation and creativity in the workplace by encouraging employees to think critically, solve problems, and explore new ideas. Healthy competition drives organizations to stay agile, adapt to market changes, and continuously improve products and services.
• Risk of Unhealthy Rivalry : Unchecked competition may lead to unhealthy rivalry and conflict within teams or between departments. Jealousy, resentment, and lack of cooperation can hinder collaboration, diminish morale, and undermine organizational cohesion.
• Performance and Productivity : Competition can enhance performance and productivity by incentivizing employees to strive for excellence and meet or exceed targets. Performance-based rewards, recognition programs, and competitive incentives can motivate individuals to achieve their best.
• Leadership Role : Effective leadership plays a crucial role in managing competitive dynamics in the workplace. Leaders must set clear expectations, provide guidance, and foster a supportive environment that balances competition with collaboration. Key leadership tactics include encouraging open communication , empowering staff, and constructively resolving problems.
• Ethical Considerations : Ethical considerations are paramount in competitive environments to ensure fair play and integrity . Organizations must uphold ethical standards, promote honesty, and discourage unethical behavior such as sabotage or deceit in pursuit of competitive advantage.

Benefits of Competing

Competing in various domains offers individuals and groups numerous benefits that contribute to personal growth, skill development, and overall well-being. Here are seven key benefits of engaging in competitions:

• Personal Growth and Development : Competitions allow individuals to challenge themselves, set goals, and strive for improvement. Individuals develop resilience, self-confidence, and a growth mindset through competing, essential for personal and professional success.
• Fostering Skills and Expertise : Engaging in competitions allows individuals to hone their skills and expertise in specific areas. Whether academic competitions that enhance critical thinking and research skills or athletic competitions that improve physical fitness and coordination, competing provides a platform for continuous learning and skill development.
• Building Character and Resilience : Competitions teach valuable life lessons such as perseverance, determination, and sportsmanship. Facing challenges, setbacks, and failures in a competitive environment builds resilience and character, enabling individuals to bounce back more robustly and more resilient in the face of adversity.
• Opportunities for Networking and Collaboration : Competitions bring together individuals with similar interests and goals, fostering opportunities for networking and collaboration. Whether it’s forming study groups for academic competitions or joining teams for athletic competitions, competing allows individuals to connect with like-minded peers and build valuable relationships.
• Enhancing Performance Under Pressure : Competing in high-pressure situations helps individuals develop the ability to perform under stress and meet deadlines. Whether it’s delivering a presentation in a business competition or competing in a championship game, the experience of competing under pressure builds mental toughness. It enhances performance in various aspects of life.
• Recognition and Achievement : Competitions provide a platform for individuals to showcase their talents and accomplishments, earning recognition and accolades. Whether winning a trophy in a sports competition or receiving an award for academic excellence, competing offers tangible rewards that validate hard work and dedication.
• Motivation and Goal Setting : Competitions provide individuals with clear goals and benchmarks to strive for, motivating them to push beyond their limits and reach their full potential. Whether setting personal records in athletic competitions or achieving academic milestones in intellectual competitions, competing fuels motivation and inspires individuals to pursue excellence.
• Preparation for Real-World Challenges : Engaging in competitions prepares individuals for real-world challenges by simulating competitive environments and providing opportunities to apply skills in practical settings. Whether navigating teamwork dynamics in group competitions or problem-solving under pressure in individual competitions, competing equips individuals with valuable skills and experiences transferable to various life aspects.

Drawbacks of Competitions

While competitions offer numerous benefits, it’s crucial to acknowledge the potential drawbacks and challenges associated with engaging in competitive environments. Understanding these drawbacks provides a more comprehensive perspective on the impact of competition on individuals and society. Here are seven key disadvantages:

• Stress and Pressure : Competitions often create high-stakes situations, leading to stress and intense pressure. The fear of failure or the desire to outperform others can result in anxiety, negatively affecting mental and emotional well-being.
• Risk of Burnout : Constant participation in competitive activities without adequate rest and recovery may contribute to burnout. The relentless pursuit of success can lead to physical and mental exhaustion, diminishing overall performance and enjoyment.
• Adverse Effects on Mental Health : Intense competition may contribute to mental health issues such as anxiety, depression, and low self-esteem. Comparisons with peers, fear of judgment, and the constant pursuit of perfection can affect an individual’s mental well-being.
• Potential for Unhealthy Rivalry : Competitions can sometimes foster unhealthy rivalry, creating a toxic environment where participants view others as adversaries rather than collaborators. This competitiveness may lead to strained relationships, a lack of cooperation, and a hostile atmosphere.
• Focus on Winning Over Personal Growth : The emphasis on winning can sometimes overshadow the importance of personal growth and development. Individuals may become so focused on achieving victory that they must pay more attention to the valuable learning experiences from setbacks and failures.
• Limited Diversity of Skills Recognition : Competitions often prioritize specific skills or criteria for success, potentially overlooking a broader range of talents and abilities. This narrow focus may need to fully recognize the diverse strengths that individuals bring to the table.
• External Validation Over Intrinsic Motivation : Constant exposure to competitive environments may lead individuals to seek external validation as the primary source of motivation. Relying solely on external recognition can undermine intrinsic motivation and passion for the activity.
• Inequity and Lack of Access : Some competitions may have barriers to entry, limiting participation based on factors such as socioeconomic status, resources, or geographical location. This can contribute to inequity and hinder equal access to opportunities.

Social Implications of Competitions

Competitions extend beyond individual and organizational contexts, impacting broader societal dynamics. Understanding the social implications of competitions is crucial for evaluating their effects on values, norms, and overall societal well-being.

• Impact on Society’s Values and Norms : Competitions influence societal values by shaping success, achievement, and merit perceptions. The emphasis on winning and individual accomplishment may contribute to a culture that prioritizes specific skills or outcomes over others, influencing societal norms and aspirations.
• Inequality and Access to Opportunities : Competitions exacerbate societal inequalities, as individuals with access to resources, education, and opportunities may have a competitive advantage. Addressing these disparities requires a focus on creating equitable access to competitions, ensuring that everyone has the opportunity to participate and succeed.
• Cultural Significance and Identity : Cultural and identity-related competitions, such as art exhibitions or cultural events, contribute to preserving and celebrating diverse artistic expressions. However, these competitions may also raise questions about cultural appropriation, representation, and the potential commodification of cultural heritage.
• Community Building and Social Cohesion : Local competitions, events, and group activities contribute to community building and social cohesion. These events foster a sense of belonging and shared identity, providing opportunities for social interaction, collaboration, and collective identity development.
• Influence on Education Systems : Competitions shape curricula, teaching methods, and student priorities. The prevalence of high-stakes testing and academic competitions may contribute to a narrow focus on exam-oriented learning, potentially neglecting the development of critical thinking, creativity, and holistic education.
• Pressure on Individuals and Mental Health : Societal expectations tied to competition can create immense pressure on individuals, impacting mental health. The pursuit of success, societal recognition, and the fear of failure may contribute to stress, anxiety, and mental health challenges, highlighting the need for a balanced and supportive approach.
• Youth Development and Values Transmission : Competitions mold values and character, especially in juvenile sports and academic environments. It is imperative to consider the messages conveyed through competing situations and ensure they are consistent with virtues like justice, sportsmanship, and respect.
• Media Influence and Perceptions : Media portrayal of competitions can shape public perceptions and attitudes. Coverage of competitive events, including the framing of winners and losers, can influence societal views on success, beauty standards, and the definition of achievement.
• Promotion of Innovation and Progress : Competitions can drive societal progress by promoting innovation, research, and technological advancements. Contests such as science fairs, hackathons, and innovation challenges contribute to societal advancements.
• Philanthropy and Social Impact Competitions : Competitions focusing on social impact and philanthropy contribute to positive societal change. Social entrepreneurship competitions and initiatives that address social issues align competitions with broader efforts to impact communities and address societal challenges positively.

The Future of Competition

As society evolves and technology advances, the competition landscape changes significantly. Understanding the future trends, potential shifts in competitive paradigms, and implications for individuals and institutions is essential for adapting to the evolving nature of competition.

1. Evolving Trends and Innovations

• Digitalization and Virtual Competitions : The rise of digital platforms and virtual technologies is transforming competitions, making them more accessible and inclusive. Virtual competitions allow participants worldwide to compete remotely, expanding opportunities for engagement and collaboration.
• The emergence of New Competition Formats : Innovations in competition formats, such as gamification, augmented reality, and immersive experiences, reshape traditional competitions. These new formats enhance engagement, creativity, and interactivity, providing novel ways for participants to showcase their skills and talents.
• Focus on Sustainability and Social Impact : Future competitions will likely emphasize sustainability, environmental stewardship, and social impact. Competitions addressing pressing global challenges, such as climate change, poverty alleviation, and public health, will become more prevalent, driving positive societal change.
• Integration of Artificial Intelligence (AI) and Data Analytics : AI and data analytics are revolutionizing competitions by providing participants with insights, predictions, and personalized feedback. AI-powered healthcare, finance, and cybersecurity competitions leverage data-driven approaches to solve complex problems and drive innovation.

2. Potential Shifts in Competitive Paradigms

• Collaborative Competitions : The future may shift towards collaborative competitions emphasizing teamwork, collective problem-solving, and co-creation. Competitions that foster collaboration among diverse stakeholders, including individuals, organizations, and communities, will become more prevalent, reflecting the interconnected nature of global challenges.
• Emphasis on Lifelong Learning and Skill Development : Competitions may evolve to prioritize lifelong learning and skill development, moving beyond traditional notions of winning and losing. Competitions that focus on continuous improvement, personal growth, and adaptability will align with the evolving needs of individuals and societies in a rapidly changing world.
• Blurring Boundaries Between Competition and Cooperation : Future competitions may blur the boundaries between competition and cooperation, recognizing the complementary nature of these dynamics. Competitions that encourage healthy competition while fostering collaboration, empathy, and mutual support will promote a balanced approach to achievement and success.

3. Implications for Individuals and Societies

• Personalized and Inclusive Opportunities : The future of competitions will offer personalized and inclusive opportunities for individuals of diverse backgrounds, abilities, and interests. Customized competitions tailored to individual strengths and preferences will ensure equitable access and participation.
• Empowerment and Engagement : Competitions will empower individuals to solve real-world challenges and positively impact their communities actively. Competitions that prioritize social impact, sustainability, and ethical considerations will inspire individuals to contribute meaningfully to societal progress.
• Promotion of Innovation and Creativity : Future competitions will catalyze innovation and creativity, driving progress across various fields and disciplines. Competitions that encourage experimentation, risk-taking, and interdisciplinary collaboration will fuel breakthroughs and advancements that benefit society.

Competitions are integral to human society, driving personal growth, innovation, and societal progress. While they offer numerous benefits, competitions also pose challenges and require careful consideration of their implications. By embracing inclusive, collaborative, and socially responsible competition paradigms, we can harness the transformative power of competition to foster positive change, empower individuals, and build a more equitable and sustainable future for all.

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Coopetition in education: Collaborating in a competitive environment

• Published: 08 September 2013
• Volume 15 , pages 1–18, ( 2014 )

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• Daniel Muijs 1 &
• Nataliya Rumyantseva 1  

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While educational theory has often seen collaboration and competition as incompatible, there is increasing evidence that collaboration persists in educational markets characterized by competition. In this paper, we use the theoretical lens of ‘coopetition’, a relationship between organizations involving competition in some segments and cooperation in others, to study this phenomenon and look at the applicability of this concept to education. A case study approach was used to study collaboration and competition in a network of eleven 6th-form colleges, which teach 16–18-year-old students in England. Semi-structured interviews were undertaken with managers in each college. Documentary evidence was collected such as websites, brochures, and publicity materials. Results show that the collaborative network was perceived positively. The concept of coopetition was clearly applicable to this network, with collaboration and competition equally informing college strategies and policies, and many aspects of coopetition theory applying to the network. However, challenges to future collaboration were identified.

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Muijs, D., Rumyantseva, N. Coopetition in education: Collaborating in a competitive environment. J Educ Change 15 , 1–18 (2014). https://doi.org/10.1007/s10833-013-9223-8

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NOTE: The Readers are instructed not to add or detract points from their evaluation because of the quality of the photograph itself, nor whether it is the students' work or an archival photograph. The Readers, however, will evaluate how the photographs help support the argument you have made in your Proposal. Judging for the essay competition is on a numeric system. The members of the BERKELEY PRIZE Committee are asked to evaluate each essay in terms of the following criteria: Each criterion is given a score of 1 to 5 (5 being the highest). The approximately 25-28 top-scoring Proposals become Semifinalists, who will be offered the opportunity to write a 2500-word Essay based on the Proposal.. There is a total prize of 35,000USD, minimum 8,500USD first prize.  The remaining purse is to be allocated at the discretion of the Jury. Launch of 2022 Essay Competition. (Stage One) 500-word essay proposal due. Essay Semifinalists announced. (Stage Two) Essay Semifinalists' 2,500-word essays due. Launch of Community Service Fellowship Competition for Essay Semifinalists. Essay Finalists announced. Community Service Fellowship proposals due. Essay winners and Community Service Fellowship winners announced. By submitting your essay, you give the Berkeley Prize the nonexclusive, perpetual right to reproduce the essay or any part of the essay, in any and all media at the Berkeley Prize’s discretion.  A “nonexclusive” right means you are not restricted from publishing your paper elsewhere if you use the following attribution that must appear in that new placement: “First submitted to and/or published by the international Berkeley Undergraduate Prize for Architectural Design Excellence ( www.BerkeleyPrize.org ) in competition year 20(--) (and if applicable) and winner of that year’s (First, Second, Third…) Essay prize.” Finally, you warrant the essay does not violate any intellectual property rights of others and indemnify the BERKELEY PRIZE against any costs, loss, or expense arising out of a violation of this warranty. Registration and Submission You (and your teammate if you have one) will be asked to complete a short registration form which will not be seen by members of the Berkeley Prize Committee or Jury. REGISTER HERE. Additional Help and Information ) project. "Sleep on ( ) Photo credit: Michael Stirnemann project. "The two built-in platforms contain numerous storage compartments for personal belongings." ( ) project. "The Kitchen"  ( ) ) Photo credit: ©Bruce Damonte.from DBArchitect.com. ) Photo credit: ©Bruce Damonte from DBArchitect.com. ) ) ) ) ) ) ) ) )   (Photo by Alp Galip for Designboom.com) ) ) ) ) ) Photo credit: Chris Luker from DBArchitect.com. ) Photo credit: Chris Luker from DBArchitect.com. ) ) Valley students share their future goals as education essay competition kicks off PHOENIX — September marks the beginning of college savings month in Arizona. Arizona’s state treasurer Kimberly Yee is kicking it off with an essay competition asking students to write about their dream jobs. Twenty winners from all across Arizona will get $529 for their AZ529 account. At the Boys and Girls Club of the Valley, there are a lot of kids with big dreams. “I want to be a volleyball coach and a teacher of either math or ELA," sixth grader Bellamar Scott-Ramos said. “I want to be a soccer player and a lawyer. Because I’m good at arguing," Charles Strand-Flores said. To achieve those goals, these fifth and sixth graders want to pursue a college degree. Do you have a concern in your community or a news tip? We want to hear from you! Connect with us: [email protected] Facebook | Instagram | YouTube Treasurer Yee is telling them about the essay contest they can submit to so they can get a jump start. “It’s a very short paragraph you need to write about what you want to be when you grow up," Yee said. "That will give you a chance to submit it and give you a chance to win $529 for your future education.” Yee is trying to reach as many kids and parents as possible, heading across the state again to promote the contest and the savings plan. “We have seen so much growth in this program. In just 46 months, we have seen 44,500 new families sign up for an education savings plan," Yee said. Strand-Flores says he plans to take what he learned today and start saving. “If you save, you have it when you need it. And when you have a lot, you can give it to other people.” Yee adds if your child eventually decides college isn’t for them, the saved money can be spent on other types of education like vocational schools, trade programs, and workforce development. The essay contest runs through October 6 and submissions can be made online. Learn more here. Latest from ABC15: September 11 ceremonies and events taking place around the Valley Nicole Gutierrez Verizon’s East Valley facility prepares for natural disasters Jorge Torres How to train your natural eye to spot deep fake videos Christel Bell Inside the Numbers: how ESA money was spent last quarter Garrett Archer Report a typo Sign up for the Headlines Newsletter and receive up to date information. Now signed up to receive the headlines newsletter.. We're here to listen Education | Arnold Elementary fifth grader wins national… Share this:. Click to share on Facebook (Opens in new window) Click to share on Twitter (Opens in new window) Capital Gazette eNewspaper Education | Arnold Elementary fifth grader wins national investment essay competition “I learned a lot and hope to use what I learned in the future,” Zacharia said in an Aug. 28 news release. Anne Arundel County Public Schools offers The Stock Market Game in partnership with the Maryland Council on Economic Education, a Towson University-based nonprofit focused on teaching personal finance and economics. The game is an online simulation of the global capital markets designed for students from kindergarten to high school. “Teaching students about financial literacy and encouraging them to apply their knowledge in real-world scenarios helps prepare students to make informed decisions and build a foundation for future success,” said Shauna Kauffman, principal of Arnold Elementary School, in the release. Zacharia beat 959 other elementary school students from across the county. “It’s exciting to have someone so young win an award for such a complicated subject,” said Kauffman. “I feel that his essay really highlights the value of empowering our students with learning opportunities in all areas.” For winning the competition, Zacharia will receive a new laptop, a camera and a $50 cash prize. Amy Phillips, who brought the Stock Market Game club to Arnold Elementary School, received a $750 award. The school gets a trophy to display and funds for a student celebration during the school year. “[Phillips] is the one who really recognized the importance of teaching students financial literacy, so she helped guide them in their financial decisions during the club, and she provided them with a structured yet risk-free environment to put their learning into action,” said Kauffman. In his essay, Zacharia described which investments performed the best, and provided recommendations for hypothetical future investments. Zacharia said he only invested in companies that don’t use fossil fuels because, as part of the game, he and his classmates identified a goal of preventing pollution. “I enjoyed learning about the economy and seeing how I can make money and help the environment too,” Zacharia wrote in his essay. “I am one step closer to lessening climate change by investing in the environment.” More in Education Education | Anne Arundel County Public Schools educator wins teaching award FOX45: MS-13 gang member attends Maryland high school as murder suspect, school not told Education | A former Maryland superintendent used an encryption app for work. Why does that trouble transparency advocates? Education | Anne Arundel County’s removal of school bus stop puts two day cares at risk Study at Cambridge About the university, research at cambridge. 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The study revealed that rewards for good grades have a negative impact and suggests that teachers should praise "effort" instead of success. (PDF) Competition in Education 2. Abstract. In this chapter we delineate how competition circulates through education. First, we show. how competitive ideologies, values and norms are transmitted from society to educational ... PDF Competition as a Teaching Strategy Alex Murray Abstract Competition as a Teaching StrategyAbstractAlex MurrayIn this article, both the negative and positive r. les of competition as a teaching strategy are explored. By using the lenses of culture, gender, second language learners and different levels of education, the strategy of competition is considered in terms of i. Why Competition is Good for Students Play is the answer to how anything new comes about. Healthy competition when guided, however, can endow students with a bounty of benefits: 1. Children get to learn about themselves. It was the spirit of competition that first revealed to us our respective strengths and weaknesses. Even in losing do we, by coping with the negative emotional ... Is School a Competition? (Opinion) There exists a 'relevance gap' for students. We submit that this gap is created in large part by the conditions in school that feel very much like a competition between and among students. To ... New forms of competition in higher education Abstract. This paper addresses the transformation of competition in higher education. Not only have competition and competitive schemes dramatically developed in the last decades, from competition for students to competition for budgets and competition for professors, but the nature of competition has also evolved, leading to new forms of ... GP Essay #60: Is competition essential for effective education? Discuss "Intelligence plus character- that is the true goal of education." This quote by Martin Luther King Jr succinctly summarizes the purpose of receiving an education. In order to push students' boundaries and to inculcate in them values like determination and diligence, some believe that an element of competition and ranking is necessary. However, in my […] 25 Competition in Education Abstract. In this chapter, the authors delineate how competition circulates through education. First, the authors show how competitive ideologies, values, and norms are transmitted from society to educational institutions, in particular ideologies and values such as meritocracy, the belief in a fair free market, and neoliberalism, as well as ... (PDF) The role of competitions in education The Role of Competitions in Education T om V erhoef f. expressed genes provide the offspring that carries t hem with built-in knowl-. edge and skills, sometimes referr ed to as instincts and ... Motivation for Learning: Competition Vs. Collaboration Motivation for Learning: Competition Vs. Collaboration. Starr Sackstein is a secondary educator and school leader in New York. She is the author of several books on education, on topics such as ... 10 Ways Competitions Enhance Learning 10 Ways Competitions Enhance Learning Essay on Competition: Detailed Analysis On Competition The Role of Competition in Education. Examining the role of competition in education involves students, educators, and institutions engaging in various forms of competition within the educational arena. 1. Enhancing Learning and Performance. Motivation for Academic Excellence: Competition in education can be a powerful motivator for students to ... Why Competition Is Beneficial in Education In this argumentative essay, a student explains why competition is beneficial in education. The student asserts that competition helps students learn teamwork, keeps students motivated, and improves social and emotional learning in students. This essay received a B by one of Kibin's paper graders. Coopetition in education: Collaborating in a competitive environment A case study approach was used to study collaboration and competition in a network of eleven 6th-form colleges, which teach 16-18-year-old students in England. Semi-structured interviews were undertaken with managers in each college. Documentary evidence was collected such as websites, brochures, and publicity materials. The Competition Versus Cooperation Education Essay Competition is prevalent in all human cultures around the globe and its origin rests concealed in an undetermined past. Humans encounter competition in their daily life. From sports, business to relationships, competition has eventually become embedded in people's lives and it is undeniable that between competition and education a close link ... PDF Competition in Education Chapter Oxford Accepted article on merit in education by Deutsch (1979, p. 379), "merit based on individual performance will be the dominant principle of distributive justice in situations where an economic orientation predominates", that is where competition predominates. Fair free market The association between the economy and competition is epitomized by the free Essay Competition: Essay Competition 2024 Essay Competition Winners Every year, Immerse Education run two Essay Competitions to inspire a sense of motivation in young people around the world, as well as open up doors to our outstanding summer courses taking place in world-renowned locations. Participants choose from a range of questions from a variety of subject categories and enter by the deadline to be in with a chance of winning a full or partial ... Dukes Plus Essay Competition 2024 AI-written essays will not be considered. Participate in the Dukes Plus Essay Competition 2024, open to students aged 15-17. Showcase your academic talent and critical thinking in fields like education, law, healthcare, and more. Prizes include £300, a consultation with an education advisor, and publication in Insight magazine. Immerse Essay Competition Full Participant Questions and Guide ... This document provides guidance for participants in the Immerse Education essay competition for 2023 summer programs. It outlines the competition deadline of August 31st, 2022 and provides essay questions on various subjects for three age categories (13-15, 16-18). It also includes specifications for the essays such as a 500 word limit and submission instructions. Additional sections provide ... Berkeley Prize Essay Competition Mid-December, 2021. Essay Semifinalists announced. February 1, 2022. (Stage Two) Essay Semifinalists' 2,500-word essays due. February 8, 2022. Launch of Community Service Fellowship Competition for Essay Semifinalists. Early-March, 2022. Essay Finalists announced. March 12, 2022. Valley students share their future goals as education essay competition Arizona's state treasurer Kimberly Yee is kicking it off with an essay competition asking students to write about their dream jobs. Twenty winners from all across Arizona will get $529 for their ... Arnold Elementary fifth grader wins national investment essay competition Arnold Elementary School fifth-grader Johan Zacharia's essay was named national champion out of 959 entries in the elementary school division of the national InvestWrite essay competition, the ... Armstrong Arts and Humanities Essay Competition 2025 The Armstrong Arts and Humanities Essay Competition is open to students attending state-maintained schools in the UK, and who are in their penultimate year of education (Year 12 in England and Wales, S5 in Scotland, or Year 13 in Northern Ireland). The essay questions cover the breadth of arts and humanities subjects offered at undergraduate level at the University of essay homework paper phd project resume review study thesis