Etymology
History
Formal
Formal education occurs in a structured environment whose explicit purpose is teachingEarly childhood
Primary
Secondary
This covers the two ISCED levels, ISCED 2: Lower Secondary Education and ISCED 3: Upper Secondary Education. In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. In the United States, Canada, and Australia, primary and secondary education together are sometimes referred to as K–12 (education), K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to ensure literacy, to prepare for higher education, or to train directly in a profession. Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, High school (North America), high schools were created, with a curriculum focused on practical job skills that would better prepare students for White-collar worker, white collar or skilled Blue-collar worker, blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received higher wages. Secondary education has a longer history in Europe, where grammar schools or academies date from as early as the 6th century, in the form of Public education, public schools, fee-paying schools, or charitable educational foundations, which themselves date even further back. It spans the period between the typically universal compulsory,Lower
Programs at ISCED level 2, lower secondary education are usually organized around a more subject-oriented curriculum; differing from primary education. Teachers typically have pedagogical training in the specific subjects and, more often than at ISCED level 1, a class of students will have several teachers, each with specialized knowledge of the subjects they teach. Programmes at ISCED level 2, aim to lay the foundation for lifelong learning and human development upon introducing theoretical concepts across a broad range of subjects which can be developed in future stages. Some education systems may offer vocational education programs during ISCED level 2 providing skills relevant to employment.Upper
Programs at ISCED level 3, or upper secondary education, are typically designed to complete the secondary education process. They lead to skills relevant to employment and the skill necessary to engage in tertiary courses. They offer students more varied, specialized and in-depth instruction. They are more differentiated, with range of options and learning streams. Community colleges offer another option at this transitional stage of education. They provide nonresidential junior college courses to people living in a particular area.Tertiary
Vocational
Special
In the past, those who were disabled were often not eligible for public education. Children with disabilities were repeatedly denied an education by physicians or special tutors. These early physicians (people like Itard, Édouard Séguin, Seguin, Samuel Gridley Howe, Howe, Thomas Hopkins Gallaudet, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. In its early years, special education was only provided to people with severe disabilities, but more recently it has been opened to anyone who has experienced difficulty learning.Unconventional forms
Alternative
While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, autodidacticism, self learning, homeschooling, and unschooling. Example alternative schools include Montessori method, Montessori schools, Waldorf education, Waldorf schools (or Rudolf Steiner, Steiner schools), List of Friends Schools, Friends schools, Sands School, Summerhill School, Walden's Path, The Peepal Grove School, Sudbury Valley School, Jiddu Krishnamurti, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system. In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporaryIndigenous
Informal learning
Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, employment, work, and through daily interactions and shared relationships among members of society. For many learners, this includes language acquisition, cultural norms, and manners.Self-directed learning
Autodidacticism (also autodidactism) is self-directed learning. One may become an autodidact at nearly any point in one's life. List of autodidacts, Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).Evidence-based
Evidence-based education is the use of well designed scientific studies to determine which education methods work best. It consists of evidence-based teaching and evidence-based learning. Evidence-based learning methods such as spaced repetition can increase rate of learning. The evidence-based education movement has its roots in the larger movement towards Evidence-based practice, evidence-based-practices.Open learning and electronic technology
Public schooling
Development goals
Internationalisation
Nearly every country now has universal primary education. Similarities – in systems or even in ideas – that schools share internationally have led to an increase in international student exchanges. The European Erasmus Programme, Socrates-Erasmus Programme facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes. The Programme for International Student Assessment and the International Association for the Evaluation of Educational Achievement objectively monitor and compare the proficiency of students from a wide range of different nations. The internationalization of education is sometimes equated by critics with the westernization of education. These critics say that the internationalization of education leads to the erosion of local education systems and indigenous values and norms, which are replaced with Western systems and cultural and ideological values and orientation.Technology in developing countries
Funding in developing countries
A survey of literature of the research into low-cost private schools (LCPS) found that over 5-year period to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarized and finding growing coverage in international policy. The polarization was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organizations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for: * Equity: This concern is widely found in the literature, suggesting the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report findings suggest that girls may be under represented and that LCPS are reaching low-income families in smaller numbers than higher-income families. * Quality and educational outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity, and pupil to teacher ratios in some countries are better in LCPSs than in government schools. * Choice and affordability for the poor: Parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status. * Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low cost by keeping teacher salaries low, and their financial situation may be precarious where they are reliant on fees from low-income households. The report showed some cases of successful voucher where there was an oversupply of quality private places and an efficient administrative authority and of subsidy programs. Evaluations of the effectiveness of international support to the sector are rare. Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPS, specifically how relationships of power and accountability between users, government, and private providers can produce better education outcomes for the poor.Theory
Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology ofIntelligence
Human intelligence, Intelligence is an important factor in how the individual responds to education. Those who have higher scores of intelligence-metrics tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.Learning modalities
There has been much interest in learning modalities and styles over the last two decades. The most commonly employed learning modalities are: * Visual: learning based on observation and seeing what is being learned. * Hearing (sense), Auditory: learning based on listening to instructions/information. * Kinesthetic: learning based on movement, e.g. hands-on work and engaging in activities. Other commonly employed modalities include musical, interpersonal, Verbal reasoning, verbal, logical, and intrapersonal. Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach. Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued, "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."Mind, brain, and education
Educational neuroscience is an emerging science, scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of Reading (process), reading, numerical cognition, attention, and their attendant difficulties including dyslexia, dyscalculia, and ADHD as they relate to education. Several academic institutions around the world are beginning to devote resources to the establishment of educational neuroscience research.Philosophy
Purpose
There is no broad consensus as to what education's chief aim or aims are or should be. Different places, and at different times, have used educational systems for different purposes. TheCurriculum
In formal education, a curriculum is the set of courses and their content offered at aInstruction
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education ofEconomics
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting-edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions and the role of cognitive skills. At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital. This work has motivated many studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties. Economists Samuel Bowles (economist), Samuel Bowles and Herbert Gintis argued in 1976 that there was a fundamental conflict in American schooling between the Egalitarianism, egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production.Development
COVID-19 pandemic
Beginning in early 2020, the COVID-19 pandemic disrupted education systems throughout the world, affecting nearly 1.6 billion learners in more than 190 countries. Closures of schools and other learning spaces have impacted 94 percent of the world's student population, up to 99 percent in low and lower-middle income countries. Many schools made alternative plans during the pandemic, leading to a variety of in-person, Blended learning, hybrid, and online-only plans, which led to challenges for many students, teachers, and families including children with learning disabilities and those learning in a language that is not their native one. As of September 30, 2020 there were 27 countries that had localized school closures. In the United States, an estimated 55.1 million students were forced to cease in-person instruction as of April 10, 2020. A switch to a virtual learning experience is particularly challenging for families that cannot afford the proper technology, such as laptops, printer (computing), printers, or a reliable Internet connection. When schools close, parents are often asked to facilitate the learning of children at home and can struggle to perform this task. This is especially true for parents with limited education and resources. Students who require special education found it difficult to progress through the curriculum without tools and support that they require. Polling suggests that schools that serve a majority of students of color are far less likely to have access to the technology needed for remote learning. Only 66% of Black households in the U.S. had home broadband service in 2019. Only 45% of Black Americans owned a desktop computer, desktop or laptop computer in 2015. Without access to the internet or a computer, Black parents are at a disadvantage in educating their children. The mental health of students has been greatly impacted due to the pandemic. It is estimated that three in ten participating in school at home have had their emotional and mental health negatively impacted. Similarly, the social lives of students have also been upended and this has been detrimental to the health of students worldwide which has also negatively impacted educational quality. This will be an issue for years to come. COVID-19 has shone a light on opportunity gaps and it will be up to educators and policymakers to direct the necessary resources to mitigating them in the coming years.See also
* Education for Justice * * * * * * * * * * * * * * * * * * * * *Notes
References
Other references
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