{{short description|Transmission of knowledge and skills}} {{other uses}} {{good article}} {{pp-move|small=yes}} {{protection padlock|small=yes}} {{Use dmy dates|date=July 2020}} {{Use American English|date=October 2023}} {{multiple image |total_width=400px |perrow=2/2 |image1=Schoolgirls in Bamozai.JPG |alt1=Photo of primary school children sitting in an orchard |image2=Education in South Africa (8329322789).jpg |alt2=Photo of secondary school students in South Africa |image3=Tutoring Center, Tulane University 2009.jpg |alt3=Photo of a tutoring lesson |image4=Old_man_reading_newspaper_early_in_the_morning_at_Basantapur-IMG_6800_(cropped).png |alt4=Photo of a man reading a newspaper |footer=Education is a wide phenomenon that applies to all age groups and covers formal education (top row) as well as non-formal and informal education (bottom row). }} '''Education''' is the transmission of knowledge and skills and the development of character traits. Formal education happens in a complex institutional framework, like public schools. Non-formal education is also structured but occurs outside the formal schooling system, while informal education is unstructured learning through daily experiences. Formal and non-formal education are divided into levels that include early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on the teaching method, like teacher-centered and student-centered education, and on the subject, like science education, language education, and physical education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena.
The precise definition of education is disputed, and there are disagreements about what the aims of education are and to what extent education is different from indoctrination by fostering critical thinking. These disagreements affect how to identify, measure, and improve forms of education. Fundamentally, education socializes children into society by teaching cultural values and norms. It equips them with the skills needed to become productive members of society. This way, it stimulates economic growth and raises awareness of local and global problems. Organized institutions affect many aspects of education. For example, governments set education policies to determine when school classes happen, what is taught, and who can or must attend. International organizations, like UNESCO, have been influential in promoting primary education for all children.
Many factors influence whether education is successful. Psychological factors include motivation, intelligence, and personality. Social factors, like socioeconomic status, ethnicity, and gender, are often linked to discrimination. Further factors include access to educational technology, teacher quality, and parent involvement.
The main academic field investigating education is called education studies. It examines what education is, what aims and effects it has, and how to improve it. Education studies has many subfields, like philosophy, psychology, sociology, anthropology, and economics of education. It also discusses comparative education, pedagogy, and the history of education.
In prehistory, education happened informally through oral communication and imitation. With the rise of ancient civilizations, writing was invented, and the amount of knowledge grew. This caused a shift from informal to formal education. Initially, formal education was mainly available to elites and religious groups. The invention of the printing press in the 15th century made books more widely available. This increased general literacy. Beginning in the 18th and 19th centuries, public education became more important. This development led to the worldwide process of making primary education available to all, free of charge, and compulsory up to a certain age. Today, over 90% of all primary-school-age children worldwide attend primary school.
== Definitions == {{main|Definitions of education}} The term "education" is derived from the Latin words {{lang|la|educare}}, meaning "to bring up" and {{lang|la|educere}}, meaning "to bring forth".<ref>{{multiref|{{harvnb|Hoad|1993|p=142}}|{{harvnb|Vico|1999|p=[https://books.google.com/books?id=FxiJufNjEmwC&pg=PT327 327]}}}}</ref> The definition of education has been explored by theorists from various fields.<ref>{{multiref |1={{harvnb|Marshall|2006|pp=[https://www.jstor.org/stable/42589880 33–37]}} |2={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4, 6–7, 9–10]}} |3={{harvnb|Matheson|2014|pp=[https://www.taylorfrancis.com/chapters/edit/10.4324/9780203105450-8/education-david-matheson 1–3]}} }}</ref> Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 15–16]}} |2={{harvnb|Marshall|2006|pp=[https://www.jstor.org/stable/42589880 33–37]}} |3={{harvnb|UNESCO|2018}} }}</ref> Extensive debate surrounds its exact nature beyond these general features. One approach views education as a process that occurs during events such as schooling, teaching, and learning.<ref>{{multiref |1={{harvnb|Peters|2009|p=1}} |2={{harvnb|HarperCollins staff|2023}} |3={{harvnb|Sewell|Newman|2013|p=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA4 4]}} }}</ref> Another outlook understands education not as a process but as the mental states and dispositions of educated persons that result from this process.<ref>{{multiref |1={{harvnb|Peters|2009|pp=4–6}} |2={{harvnb|HarperCollins staff|2023}} |3={{harvnb|Sewell|Newman|2013|p=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA4 4]}} }}</ref> Additionally, the term may also refer to the academic field that studies the methods, processes, and social institutions involved in teaching and learning.<ref>{{harvnb|HarperCollins staff|2023}}</ref> Having a clear idea of what the term means matters when trying to identify educational phenomena, measure educational success, and improve educational practices.<ref>{{multiref |1={{harvnb|Wilson|2003|pp=[https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.3701007 101–108]}} |2={{harvnb|Watson|2016|p=[https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/phc3.12316 148]}} |3={{harvnb|Biesta|2015|pp=[https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12109 75–78]}} }}</ref>
Some theorists provide precise definitions by identifying the specific features that are exclusive to all forms of education. Education theorist R. S. Peters, for instance, outlines three essential features of education, which include that knowledge and understanding are imparted to the student and that this process is beneficial and done in a morally appropriate manner.<ref>{{multiref |1={{harvnb|Peters|2015|p=45}} |2={{harvnb|Beckett|2011|p=[https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-5446.2011.00402.x 241]}} |3={{harvnb|Marshall|2006|pp=[https://www.jstor.org/stable/42589880 33–37]}} }}</ref> Such precise definitions often succeed at characterizing the most typical forms of education. However, they often face criticism because less common types of education occasionally fall outside their parameters.<ref>{{multiref |1={{harvnb|Beckett|2011|pp=[https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-5446.2011.00402.x 242–243]}} |2={{harvnb|Peters|Woods|Dray|1973|loc=[https://philpapers.org/rec/PETAOE Aims of Education: A Conceptual Inquiry]}} |3={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–5]}} }}</ref> The difficulty of dealing with counterexamples not covered by precise definitions can be avoided by offering less exact definitions based on family resemblance instead. This means that all forms of education are similar to one another, but they need not share a set of essential features.<ref>{{multiref |1={{harvnb|Marshall|2006|pp=[https://www.jstor.org/stable/42589880 33–37]}} |2={{harvnb|Biletzki|Matar|2021}} |3={{harvnb|Sluga|2006|pp=[https://philpapers.org/rec/SLUFR 1–2]}} }}</ref> Some education theorists, such as Keira Sewell and Stephen Newman, hold that the term "education" is context-dependent.{{efn|This implies that its meaning varies depending on the situation in which it is used.}}<ref>{{multiref | {{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA6 6–7]}} | {{harvnb|Webb-Mitchell|2003|p=[https://books.google.com/books?id=JeNXdeqyZ-MC&pg=PA11 11]}} | {{harvnb|Traxler|Crompton|2020|p=[https://books.google.com/books?id=JUsIEAAAQBAJ&pg=PT11 11]}} }}</ref>
Evaluative or thick conceptions{{efn|A thick concept is a concept that includes both descriptive and evaluative content.<ref>{{harvnb|Kirchin|2013|pp=[https://books.google.com/books?id=3nxpAgAAQBAJ&pg=PA1 1–2]}}</ref>}} of education state that it is part of the nature of education to lead to some kind of improvement. They contrast with thin conceptions, which provide a value-neutral explanation.<ref>{{multiref |1={{harvnb|Watson|2016|pp=[https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/phc3.12316 148–149]}} |2={{harvnb|Kotzee|2011|pp=[https://onlinelibrary.wiley.com/doi/10.1111/j.1741-5446.2011.00420.x 549–550]}} }}</ref> Some theorists provide a descriptive conception of education by observing how the term is commonly used in ordinary language. Prescriptive conceptions, by contrast, define what good education is or how education should be practiced.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 13–14]}} |2={{harvnb|Smith|2020|pp=[https://cogentoa.tandfonline.com/doi/abs/10.1080/00071005.2020.1785788?journalCode=rbje20 781–783]}} }}</ref> Many thick and prescriptive conceptions see education as an activity that tries to achieve certain aims,<ref>{{multiref |1={{harvnb|Siegel|2023}} |2={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#AnalPhilEducInfl 2. Analytic Philosophy of Education and Its Influence]}} |3={{harvnb|Siegel|2010|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-001 3–9]}} }}</ref> which may range from acquiring knowledge and learning to think rationally to nurturing character traits like kindness and honesty.<ref>{{multiref | {{harvnb|Watson|2016|pp=[https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/phc3.12316 152–155]}} | {{harvnb|Ferary|2023|pp=[https://link.springer.com/chapter/10.1007/978-981-99-0139-5_4 51–52]}} }}</ref>
Various scholars stress the role of critical thinking to distinguish education from indoctrination.<ref>{{multiref |1={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#AnalPhilEducInfl 2. Analytic Philosophy of Education and Its Influence]}} |2={{harvnb|Siegel|2010|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-001 3–9]}} |3={{harvnb|Curren|1996|loc=[https://www.rep.routledge.com/articles/thematic/education-philosophy-of/v-1/sections/philosophical-analysis-and-theory 1 Philosophical Analysis and Theory]}} }}</ref> They state that mere indoctrination is only interested in instilling beliefs in the student, independent of whether the beliefs are rational;<ref>{{multiref |1={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#AnalPhilEducInfl 2. Analytic Philosophy of Education and Its Influence]}} |2={{harvnb|Siegel|2023}} }}</ref> whereas education also fosters the rational ability to critically reflect on and question those beliefs.<ref>{{harvnb|Davies|Barnett|2015|pp=[https://link.springer.com/chapter/10.1057/9781137378057_1 1–2]}}</ref> It is not universally accepted that these two phenomena can be clearly distinguished since some forms of indoctrination may be necessary in the early stages of education while the child's mind is not yet sufficiently developed. This applies to cases in which young children need to learn something without being able to understand the underlying reasons, like certain safety rules and hygiene practices.<ref>{{multiref | {{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#AnalPhilEducInfl 2. Analytic Philosophy of Education and Its Influence, 3.3 Social Epistemology, Virtue Epistemology, and the Epistemology of Education]}} | {{harvnb|Kay|2004|p=[https://books.google.com/books?id=1iy-MrZai4kC&pg=PP119 107]}} }}</ref>
Education can be characterized from the teacher's or the student's perspective. Teacher-centered definitions focus on the perspective and role of the teacher in the transmission of knowledge and skills in a morally appropriate way.<ref>{{multiref |1={{harvnb|Beckett|2018|pp=[https://www.tandfonline.com/doi/abs/10.1080/00131857.2017.1365705 380–381]}} |2={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4]}} |3={{harvnb|Peters|2015|pp=[https://books.google.com/books?id=UfRWCgAAQBAJ&pg=PA35 35–37, 45]}} }}</ref> Student-centered definitions analyze education from the student's involvement in the learning process and hold that this process transforms and enriches their subsequent experiences.<ref>{{multiref |1={{harvnb|Dewey|2004|loc=[https://www.gutenberg.org/files/852/852-h/852-h.htm#link2HCH0006 6. Education as Conservative and Progressive]}} |2={{harvnb|Beckett|2011|pp=[https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-5446.2011.00402.x 250–251, 254–255]}} }}</ref> Definitions taking both perspectives into account are also possible. This can take the form of describing education as a process of a shared experience of discovering a common world and solving problems.<ref>{{multiref |1={{harvnb|Beckett|2011|p=[https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1741-5446.2011.00402.x 245]}} |2={{harvnb|Beckett|2018|pp=[https://www.tandfonline.com/doi/abs/10.1080/00131857.2017.1365705 383–384]}} |3={{harvnb|Freire|1970|p=[https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf 80]}} }}</ref>
== Types == There are many classifications of education. One of them depends on the institutional framework and distinguishes between formal, non-formal, and informal education. Another classification includes distinct levels of education based on factors like the student's age and the complexity of the content. Further categories focus on the topic, teaching method, medium used, and funding.<ref>{{multiref |1={{harvnb|La Belle|1982|pp=[https://link.springer.com/article/10.1007/BF00598444 159, 161–162]}} |2={{harvnb|UNESCO|2012|pp=6, 25, 73–75}} |3={{harvnb|Emaliana|2017|pp=59–60}} |4={{harvnb|Cobb|Glass|2021|p=[https://books.google.com/books?id=aF89EAAAQBAJ&pg=PA11 11]}} }}</ref>
=== Formal, non-formal, and informal === {{multiple image |perrow=1 / 1 |total_width=300 |image1=Katusa-volunteers-provide-tutoring-for-childrens-home-8ea9b9-1024 (cropped).png |alt1=Photo of a man tutoring two children |image2=Daughter and Father - Punjabi Dhaba - Landran - Mohali 2016-08-06 8204.JPG |alt2=Photo of father and daughter cooking |footer=Tutoring is an example of non-formal education, while learning to cook from one's parents is an example of informal education. }}
The most common division is between formal, non-formal, and informal education.<ref>{{multiref |1={{harvnb|La Belle|1982|pp=[https://link.springer.com/article/10.1007/BF00598444 159, 161–162]}} |2={{harvnb|Eshach|2007|p=[https://link.springer.com/article/10.1007/s10956-006-9027-1 171]}} |3={{harvnb|Sewell|Newman|2013|p=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA7 7]}} |4={{harvnb|Singh|2015|pp=[https://link.springer.com/book/10.1007/978-3-319-15278-3 1–2]}} }}</ref>{{efn|Some theorists only distinguish between formal and informal education.<ref>{{harvnb|Strauss|1984|p=[https://www.jstor.org/stable/640180 195]}}</ref>}} Formal education happens in a complex institutional framework. Such frameworks have a chronological and hierarchical order: the modern schooling system has classes based on the student's age and progress, extending from primary school to university. Formal education is usually controlled and guided by the government. It tends to be compulsory up to a certain age.<ref>{{multiref |1={{harvnb|La Belle|1982|pp=[https://link.springer.com/article/10.1007/BF00598444 159–162]}} |2={{harvnb|Tudor|2013|pp=821–826}} }}</ref>
Non-formal and informal education take place outside the formal schooling system. Non-formal education is a middle ground. Like formal education, it is organized, systematic, and carried out with a clear purpose, as in the case of tutoring, fitness classes, and the scouting movement.<ref>{{multiref |1={{harvnb|La Belle|1982|pp=[https://link.springer.com/article/10.1007/BF00598444 159–162, 167]}} |2={{harvnb|Tudor|2013|pp=821–826}} |3={{harvnb|Sewell|Newman|2013|p=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA7 7]}} |4={{harvnb|Pazmiño|2002|pp=[https://books.google.com/books?id=VVn7DwAAQBAJ&pg=PA62 62–63]}} }}</ref> Informal education happens in an unsystematic way through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is usually no designated authority figure responsible for teaching.<ref>{{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 171–174]}}</ref> Informal education takes place in many different settings and situations throughout one's life, usually in a spontaneous way. This is how children learn their first language from their parents and how people learn to prepare a dish by cooking together.<ref>{{multiref |1={{harvnb|La Belle|1982|pp=[https://link.springer.com/article/10.1007/BF00598444 161–164]}} |2={{harvnb|Tudor|2013|pp=821–826}} |3={{harvnb|Sewell|Newman|2013|p=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA7 7]}} }}</ref>
Some theorists distinguish the three types based on the location of learning: formal education takes place in school, non-formal education happens in places that are not regularly visited, like museums, and informal education occurs in places of everyday routines.<ref>{{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 171–174]}}</ref> There are also differences in the source of motivation. Formal education tends to be driven by extrinsic motivation for external rewards. In non-formal and informal education, enjoyment of the learning process usually provides intrinsic motivation.<ref>{{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 173–174]}}</ref> The distinction between the three types is normally clear, but some forms of education do not easily fall into one category.<ref>{{multiref |1={{harvnb|La Belle|1982|p=[https://link.springer.com/article/10.1007/BF00598444 162]}} |2={{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 172–173]}} }}</ref>
In primitive cultures, most education occurred informally, and there was little distinction between educational activities and other activities. Instead, the whole environment acted as a form of school, and most adults acted as teachers. Informal education is often not efficient enough to teach large quantities of knowledge. To do so, a formal setting and well-trained teachers are usually required. This was one of the reasons why formal education became increasingly important throughout history. In this process, the experience of education and the discussed topics became more abstract and removed from daily life while more emphasis was put on grasping general patterns and concepts instead of observing and imitating particular forms of behavior.<ref>{{multiref |1={{harvnb|Bowen|Gelpi|Anweiler|2023|loc=Introduction}} |2={{harvnb|Scribner|Cole|1973|pp=553–559}} |3={{harvnb|Mead|1943|pp=[https://www.jstor.org/stable/2770220 633–639]}} }}</ref>
=== Levels === [[File:Parent's day at Eirfan's Kindergarten.jpg|thumb|alt=Photo of a kindergarten lesson in Japan|Young children in a kindergarten in Japan]] Types of education are often divided into levels or stages. The most influential framework is the International Standard Classification of Education, maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It covers both formal and non-formal education and distinguishes levels based on the student's age, the duration of learning, and the complexity of the discussed content. Further criteria include entry requirements, teacher qualifications, and the intended outcome of successful completion. The levels are grouped into early childhood education (level 0), primary education (level 1), secondary education (levels 2–3), post-secondary non-tertiary education (level 4), and tertiary education (levels 5–8).<ref>{{multiref |1={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |2={{harvnb|Salganik|Matheson|Phelps|1997|p=19}} |3={{harvnb|UNESCO|2012|pp=6, 11–12, 25}} }}</ref>
Early childhood education, also known as preschool education or nursery education, begins with birth and lasts until the start of primary school. It follows the holistic aim of fostering early childhood development across the physical, mental, and social domains. It plays a key role in socialization and personality development and includes various basic skills in the areas of communication, learning, and problem-solving. This way, it aims to prepare children for their entry into primary education.<ref>{{multiref |1={{harvnb|New|Cochran|2007|p=[https://books.google.com/books?id=FYdtn8OhQWsC&pg=PA1046 1046]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|Salganik|Matheson|Phelps|1997|p=19}} |4={{harvnb|UNESCO|2012|pp=26–29}} }}</ref> Preschool education is usually optional, but in some countries, such as Brazil, it is mandatory starting from the age of four.<ref>{{harvnb|Raikes|Alvarenga Lima|Abuchaim|2023|p=4}}</ref>
thumb|alt=Photo of early childhood education in Ethiopia|Primary school classroom in Ethiopia
Primary (or elementary) education usually starts between the ages of five and seven and lasts for four to seven years. It has no further entry requirements, and its main goal is to teach basic skills in reading, writing, and mathematics. It also covers core knowledge in other fields, such as history, geography, the sciences, music, and art. A further aim is to foster personal development.<ref>{{multiref |1={{harvnb|UNESCO|2012|pp=30–32}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA29 29–32]}} }}</ref> Today, primary education is compulsory in almost all countries, and over 90% of all primary-school-age children worldwide attend primary school.<ref>{{harvnb|Roser|Ortiz-Ospina|2013}}</ref>
Secondary education follows primary education and usually covers the ages of 12 to 18 years. It is commonly divided into lower secondary education (middle school or junior high school) and upper secondary education (high school, senior high school, or college depending on the country). Lower secondary education normally has the completion of primary school as its entry requirement. It aims to extend and deepen learning outcomes, is more focused on subject-specific curricula, and has teachers who specialize in only one or a few subjects. One of its aims is to familiarize students with the basic theoretical concepts in the different subjects. This helps create a solid basis for lifelong learning. In some cases, it also includes basic forms of vocational training.<ref>{{multiref |1={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |2={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA39 39–43]}} |3={{harvnb|UNESCO|2012|pp=33–37}} }}</ref> Lower secondary education is compulsory in many countries in Central and East Asia, Europe, and America. In some countries, it is the last stage of compulsory education. Mandatory lower secondary education is not as prevalent in Arab states, sub-Saharan Africa, and South and West Asia.<ref>{{multiref |1={{harvnb|Claire|Marian|Deborah|Louise|2011|p=[https://books.google.com/books?id=ooyfeUTZCEIC&pg=PA137 137]}} |2={{harvnb|Close|2014|p=[https://books.google.com/books?id=TZvDBAAAQBAJ&pg=PA76 76]}} }}</ref>
thumb|A high-school senior (twelfth grade) classroom in the United States Upper secondary education starts roughly at the age of 15 and aims to provide students with the skills and knowledge needed for employment or tertiary education. Its requirement is usually the completion of lower secondary education. Its subjects are more varied and complex and students can often choose between a few subjects. Its successful completion is commonly tied to a formal qualification in the form of a high school diploma.<ref>{{multiref |1={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |2={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA47 47–52]}} |3={{harvnb|UNESCO|2012|pp=38–42}} }}</ref> Some types of education after secondary education do not belong to tertiary education and are categorized as post-secondary non-tertiary education. They are similar in complexity to secondary education but tend to focus more on vocational training to prepare students for the job market.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA59 59–63]}} |2={{harvnb|UNESCO|2012|pp=43–45}} }}</ref>
[[File:Distributed Intelligent Systems Department laboratory.jpg|thumb|alt=Photo of students in a laboratory at the Saint Petersburg State Polytechnical University|Students in a laboratory in the Saint Petersburg State Polytechnical University in Russia]]
In some countries, tertiary education is used as a synonym of higher education, while in others, tertiary education is the wider term.<ref>{{harvnb|OECD|2012|p=[https://books.google.com/books?id=_96M_SWnn4QC&pg=PA30 30]}}</ref> Tertiary education expands upon the foundations of secondary education but has a more narrow and in-depth focus on a specific field or subject. Its completion leads to an academic degree. It can be divided into four levels: short-cycle tertiary, bachelor's, master's, and doctoral level education. These levels often form a hierarchical structure with later levels depending on the completion of previous levels.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA69 69–71]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|UNESCO|2012|pp=46–47}} }}</ref> Short-cycle tertiary education focuses on practical matters. It includes advanced vocational and professional training to prepare students for the job market in specialized professions.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA73 73–76]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|UNESCO|2012|pp=48–50}} }}</ref> Bachelor's level education, also referred to as undergraduate education, tends to be longer than short-cycle tertiary education. Universities usually offer it as an intermediate academic certification, namely a bachelor's degree.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA81 81–84]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|UNESCO|2012|pp=51–54}} }}</ref> Master's level education is more specialized than undergraduate education. Many programs require independent research in the form of a master's thesis for successful completion.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA89 89–92]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|UNESCO|2012|pp=55–58}} }}</ref> Doctoral level education leads to an advanced research qualification, normally in the form of a doctor's degree, such as a Doctor of Philosophy (PhD). It usually requires the submission of a substantial academic work, such as a dissertation. More advanced levels include post-doctoral studies and habilitation.<ref>{{multiref |1={{harvnb|OECD|2015|pp=[https://books.google.com/books?id=GRt-BwAAQBAJ&pg=PA97 97–100]}} |2={{harvnb|OECD|2018|pp=[https://books.google.com/books?id=IxBuDwAAQBAJ&pg=PA80 80–85]}} |3={{harvnb|UNESCO|2012|pp=59–61}} }}</ref>
Successful participation in formal education usually results in a form of certification that is required for higher levels of education and certain professions. Undetected cheating in exams, for example, by using a cheat sheet, threatens to undermine this system if unqualified students are certified.<ref>{{multiref | {{harvnb|Cizek|1999|p=[https://books.google.com/books?id=j8qQAgAAQBAJ&pg=PA73 73]}} | {{harvnb|Marshall|2013|p=[https://books.google.com/books?id=QVaRAAAAQBAJ&pg=PA65 65]}} }}</ref>
In most countries, primary and secondary education are free of charge. There are significant global differences in the cost of tertiary education. A few countries, like Sweden, Finland, Poland, and Mexico, offer tertiary education for free or at a low cost. In some countries, like the United States and Singapore, tertiary school tuition fees are high and students often have to take substantial loans to afford their studies.<ref>{{multiref | {{harvnb|Hughes|2021|p=[https://books.google.com/books?id=y1olEAAAQBAJ&pg=PT56 56]}} | {{harvnb|Shah|2009|loc=[https://books.google.com/books?id=lFRjq_2OZBAC&pg=PA208 Demanding to Be Served: Holding Governments to Account for Improved Access]}} | {{harvnb|OECD|2013a|p=[https://books.google.com/books?id=Fmra8e5e1h0C&pg=PA225 225]}} | {{harvnb|OECD|2007|p=[https://books.google.com/books?id=0cXVAgAAQBAJ&pg=PA125 125]}} }}</ref> High costs of education can constitute a significant barrier to students in developing countries whose families may be unable to afford school fees, uniforms, and textbooks.<ref>{{harvnb|Bhalotra|Harttgen|Klasen|pp=[https://unesdoc.unesco.org/ark:/48223/pf0000225956 1–2]}}</ref>
=== Others === The academic literature discusses many other types of education and distinguishes between traditional and alternative education. Traditional education concerns long-established and mainstream schooling practices. It uses teacher-centered education and takes place in a well-regulated school environment. Regulations cover many aspects of education, such as the curriculum and the timeframe when classes start and end.<ref>{{multiref |1={{harvnb|Liu|2023|p=[https://books.google.com/books?id=BAzWEAAAQBAJ&pg=PA1642 1642]}}|2={{harvnb|The Editors of Encyclopaedia Britannica|2023}} |3={{harvnb|Bryant|2001|p=[https://books.google.com/books?id=Qe_2b5K8inEC&pg=PA12 12]}} }}</ref>
thumb|alt=Image of a homeschooling lesson|Homeschooling is one form of alternative education. Alternative education is an umbrella term for forms of schooling that differ from the mainstream traditional approach. Differences may include learning environment, subjects, or the teacher-student relationship. Alternative schooling is characterized by voluntary participation, relatively small class and school sizes, and personalized instruction. This often results in a more welcoming and emotionally safe atmosphere. Alternative education encompasses many types like charter schools and special programs for problematic or gifted children. It also includes homeschooling and unschooling. There are many alternative schooling traditions, like Montessori schools, Waldorf schools, Round Square schools, Escuela Nueva schools, free schools, and democratic schools.<ref>{{multiref |1={{harvnb|OECD|2013|p=[https://books.google.com/books?id=mfb8AAAAQBAJ&pg=PA20 20]}}|2={{harvnb|Barr|Parrett|2003b|pp=[https://books.google.com/books?id=X2MZAQAAIAAJ 82–86]}} |3={{harvnb|The Editors of Encyclopaedia Britannica|2023}} |4={{harvnb|Aron|2006|pp=[https://books.google.com/books?id=E-g5OAAACAAJ 3–4]}} |5={{harvnb|Sliwka|2008|pp=93–96}} }}</ref> Alternative education also includes indigenous education, which focuses on the transmission of knowledge and skills from an indigenous heritage and employs methods like narration and storytelling.<ref>{{multiref |1={{harvnb|Jacob|Cheng|Porter|2015|p=[https://books.google.com/books?id=uvtNBgAAQBAJ&pg=PA3 3]}} |2={{harvnb|Iseke|2013|pp=[https://www.jstor.org/stable/10.1525/irqr.2013.6.4.559 559–560]}} |3={{harvnb|Reyhner|Singh|2021}} }}</ref> Further types of alternative schools include gurukul schools in India,<ref>{{harvnb|Johnson|2009|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780198610250.001.0001/acref-9780198610250-e-1004 Gurukula]}}</ref> madrasa schools in the Middle East,<ref>{{harvnb|Bowker|2003|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780192800947.001.0001/acref-9780192800947-e-4426?rskey=Q7d2v0&result=1 Madrasa]}}</ref> and yeshivas in Jewish tradition.<ref>{{harvnb|Bowker|2003|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780192800947.001.0001/acref-9780192800947-e-8089?rskey=Ba4XPQ&result=1 Yeshivah ]}}</ref>
Some distinctions focus on who receives education. Categories by the age of the learner are childhood education, adolescent education, adult education, and elderly education.<ref>{{multiref |1={{harvnb|Bullard|Hitz|1997|pp=[https://www.tandfonline.com/doi/abs/10.1080/10901029708549133 15–22]}} |2={{harvnb|DeVitis|Irwin-DeVitis|2010|pp=[https://books.google.com/books?id=fp585V0f7ucC&pg=PR11 xi–xiii]}} |3={{harvnb|Lee|2021|pp=[https://www.tandfonline.com/doi/abs/10.1080/01488376.2021.1908483 714–715]}} }}</ref> Categories by biological sex of the students include single-sex education and mixed-sex education.<ref>{{harvnb|Epstein|Gambs|2001|p=[https://books.google.com/books?id=7SXhBdqejgYC&pg=PA986 986]}}</ref> Special education is education that is specifically adapted to meet the unique needs of students with disabilities. It covers various forms of impairments on the intellectual, social, communicative, and physical levels. It aims to overcome the challenges posed by these impairments. This way, it provides the affected students with access to an appropriate educational structure. When understood in the broadest sense, special education also includes education for very gifted children who need adjusted curricula to reach their fullest potential.<ref>{{multiref |1={{harvnb|Mazurek|Winzer|1994|p=[https://books.google.com/books?id=zOl_hpr0MiEC&pg=PR17 xvii]}} |2={{harvnb|Tomlinson|2012|p=[https://books.google.com/books?id=r9IJB4NWhP8C&pg=PA73 73]}} |3={{harvnb|HarperCollins staff|2023a}} }}</ref>
Classifications based on the teaching method include teacher-centered education, in which the teacher takes center stage in providing students with information, and student-centered education, in which students take on a more active and responsible role in shaping classroom activities.<ref>{{harvnb|Emaliana|2017|pp=59–61}}</ref> For conscious education, learning and teaching happen with a clear purpose in mind. Unconscious education occurs on its own without being consciously planned or guided.<ref>{{harvnb|Jackson|2011|pp=[https://books.google.com/books?id=j4xx_uHSVgEC&pg=PA73 73–76]}}</ref> This may happen in part through the personality of teachers and adults, which can have indirect effects on the development of the student's personality.<ref>{{harvnb|Main|2012|pp=[https://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2010.00643.x 82–83]}}</ref> Evidence-based education uses scientific studies to determine which methods of education work best. Its goal is to maximize the effectiveness of educational practices and policies by ensuring that they are informed by the best available empirical evidence. It includes evidence-based teaching, evidence-based learning, and school effectiveness research.<ref>{{multiref |1={{harvnb|Wagner|Deindl|Schmölzer|2023|p=[https://books.google.com/books?id=DzCxEAAAQBAJ&pg=PA99 99]}} |2={{harvnb|Brown|Williams|2005|pp=[https://books.google.com/books?id=BGW1DwAAQBAJ&pg=PA3 3–4]}} |3={{harvnb|Cook|Tankersley|Landrum|2013|pp=[https://books.google.com/books?id=AVmVCwAAQBAJ&pg=PA9 9–10]}} |4={{harvnb|Bearman|2005|p=[https://books.google.com/books?id=BGW1DwAAQBAJ&pg=PA27 27]}} }}</ref>
Autodidacticism, or self-education, happens without the guidance of teachers and institutions. It mainly occurs in adult education and is characterized by the freedom to choose what to study and when, which can make it a more fulfilling learning experience. The lack of structure and guidance can result in aimless learning, and the absence of external feedback may lead autodidacts to develop false ideas and inaccurately assess their learning progress.<ref>{{multiref |1={{harvnb|Jarvis|2012|p=[https://books.google.com/books?id=lqGaMNgraXIC&pg=PA44 44]}} |2={{harvnb|Morgan|Trofimova|Kliucharev|2018|pp=[https://books.google.com/books?id=p3R0DwAAQBAJ&pg=PT75 75–76]}} |3={{harvnb|Tiem|Moseley|Dessinger|2012|pp=[https://books.google.com/books?id=PVicUnsMex8C&pg=PA261 261–262]}} |4={{harvnb|Chou|Zou|2020|pp=1–3}} }}</ref> Autodidacticism is closely related to lifelong education, which is an ongoing learning process throughout a person's entire life.<ref>{{harvnb|Field|2009|p=[https://books.google.com/books?id=jTH6Upca0kgC&pg=PA89 89]}}</ref>
Categories of education based on the subject include science education, language education, art education, religious education, physical education, and sex education.<ref>{{multiref |1={{harvnb|UNESCO|2012|pp=73–75}} |2={{harvnb|Berry|2016|pp=459–460}} |3={{harvnb|Li|2006|p=[https://books.google.com/books?id=shYOjH8xWNEC&pg=PA6 6]}} }}</ref> Special mediums, such as radio or websites, are used in distance education. Examples include e-learning (use of computers), m-learning (use of mobile devices), and online education. They often take the form of open education, in which courses and materials are made available with minimal barriers to access. They contrast with regular classroom or on-site education. Some forms of online education are not open education, such as full online degree programs offered by some universities.<ref>{{multiref |1={{harvnb|Adarkwah|2021|p=258}} |2={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA7 7–9]}} |3={{harvnb|Bowen|Gelpi|Anweiler|2023|loc=Global Trends in Education}} |4={{harvnb|Zawacki-Richter|Conrad|Bozkurt|Aydin|2020|pp=319–321}} |5={{harvnb|Hartnett|2016|pp=[https://books.google.com/books?id=P_K9CwAAQBAJ 6–7]}}}}</ref>
State education, also referred to as public education,{{efn|In some regions, these two terms have different meanings. In the United Kingdom, for example, public schools are run by private institution and charge fees, while state schools are controlled by the government and provide free education.<ref>{{multiref | {{harvnb|Dolgopolov|2016|p=[https://books.google.com/books?id=LAKQCwAAQBAJ&pg=PA272 272]}} | {{harvnb|Todd|Hancock|2005|p=[https://books.google.com/books?id=RGiIAgAAQBAJ&pg=PA196 196]}} }}</ref> }} is funded and controlled by the government and available to the general public. It normally does not require tuition fees and is thus a form of free education. Private education, by contrast, is funded and managed by private institutions. Private schools often have a more selective admission process and offer paid education by charging tuition fees.<ref>{{multiref |1={{harvnb|Hill|Pierce|Guthrie|2009|p=[https://books.google.com/books?id=_f6sNcXeW0YC&pg=PA30 30]}} |2={{harvnb|OUP staff}} |3={{harvnb|Cobb|Glass|2021|p=[https://books.google.com/books?id=aF89EAAAQBAJ&pg=PA11 11]}} |4={{harvnb|Collins staff}} |5={{harvnb|Smith|Meier|2016|p=[https://books.google.com/books?id=jIkYDQAAQBAJ&pg=PT70 70]}} }}</ref> A more detailed classification focuses on the social institution responsible for education, like family, school, civil society, state, and church.<ref>{{multiref |1={{harvnb|Rosenkranz|Brackett|1872|pp=[https://books.google.com/books?id=HJhDAAAAIAAJ&pg=RA1-PA95 95]}} |2={{harvnb|Harris|1881|pp=[https://www.jstor.org/stable/25100991 215–216]}} }}</ref>
Compulsory education is education that people are legally required to receive. It concerns mainly children who need to visit school up to a certain age. It contrasts with voluntary education, which people pursue by personal choice without a legal requirement.<ref>{{multiref |1={{harvnb|Monds|2022|p=111}} |2={{harvnb|National Education League|1875|p=[https://www.jstor.org/stable/44763565 52]}} |3={{harvnb|Quinn|2013|p=[https://books.google.com/books?id=yikDCAAAQBAJ&pg=PA27 27]}} }}</ref>
== Role in society == [[File:NIH Medical Research Scholars Program (48050924987).jpg|thumb|alt=Photo of a medical researcher|Highly specialized professionals, like medical researchers, often require extensive education to master their fields and contribute to society.]]
Education plays various roles in society, including in social, economic, and personal fields. On a social level, education makes it possible to establish and sustain a stable society or can act as a driver of societal transformation. It helps people acquire the basic skills needed to interact with their environment and fulfill their needs and desires. In modern society, this involves a wide range of skills like being able to speak, read, write, solve arithmetic problems, and handle information and communications technology. Socialization also includes learning the dominant social and cultural norms and what kinds of behavior are considered appropriate in different contexts. Education enables the social cohesion, stability, and peace needed for people to productively engage in daily business. Socialization happens throughout life but is of special relevance to early childhood education. Education plays a key role in democracies by increasing civic participation in the form of voting and organizing, and through its tendency to promote equal opportunity for all.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=14–15, 20, 212–216}} |2={{harvnb|Murphy|Mufti|Kassem|2009|pp=37–38}} |3={{harvnb|Glaeser|Ponzetto|Shleifer|2007|pp=[http://nrs.harvard.edu/urn-3:HUL.InstRepos:27867132 77–78]}} |4={{harvnb|Kantzara|2016|pp=[https://onlinelibrary.wiley.com/doi/abs/10.1002/9781405165518.wbeose097.pub3 1–3]}} |5={{harvnb|Cantoni|Chen|Yang|Yuchtman|2017}} }}</ref>
On an economic level, people become productive members of society through education by acquiring the technical and analytical skills needed to pursue their profession, produce goods, and provide services to others. In early societies, there was little specialization, and each child would generally learn most of the skills that the community required to function. Modern societies are increasingly complex and many professions are only mastered by relatively few people who receive specialized training in addition to general education. Some of the skills and tendencies learned to function in society may conflict with each other, and their value depends on the context of their usage. For example, cultivating the tendency to be inquisitive and question established teachings promotes critical thinking and innovation, but in some cases, obedience to an authority is required to ensure social stability.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=15–16}} |2={{harvnb|Johnes|Portela|Thanassoulis|2017|pp=331–332}} |3={{harvnb|Paechter|2001|pp=[https://books.google.com/books?id=oIuOYpTQtTUC&pg=PA9 9–10]}} }}</ref>
{{ multiple image | title= Income and wealth, by educational level (US) |total_width=450 | image1= 2024 Median salary by education level, US.svg |caption1= Median annual salaries across educational levels varied by a factor of about 3.<ref name=salary>{{cite web |last1=Conte |first1=Niccolo |title=Charted: Salary by Education Level in the United States |url=https://www.visualcapitalist.com/charted-us-salary-by-education-level/ |publisher=Visual Capitalist |archive-url=https://web.archive.org/web/20250924183655/https://www.visualcapitalist.com/charted-us-salary-by-education-level/ |archive-date=September 24, 2025 |date=September 15, 2025 |url-status=live}}</ref> | image2= 2021 Median household wealth, by highest educational attainment - US.svg |caption2= Median accumulated household wealth across educational levels varied by a factor of over 50.<ref name=wealth>Fig. 2 of {{cite web |last1=Sullivan |first1=Briana |title=Wealth of Households: 2023 (P70BR-211) |url=https://www2.census.gov/library/publications/2025/demo/p70br-211.pdf |publisher=US Census Bureau |archive-url=https://web.archive.org/web/20250726021914/https://www2.census.gov/library/publications/2025/demo/p70br-211.pdf |archive-date=July 26, 2025 |date=July 2025 |url-status=dead}}</ref> }}
By helping people become productive members of society, education stimulates economic growth and reduces poverty. It helps workers become more skilled and thereby increases the quality of the produced goods and services, which in turn leads to prosperity and increased competitiveness.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=6–8, 212–216}} |2={{harvnb|Allen|2011|pp=88–89}} |3={{harvnb|Krueger|Lindahl|2001|pp=[http://papers.nber.org/papers/w7591.pdf 1101–1103]}} }}</ref> Public education is often understood as a long-term investment to benefit society as a whole. The rate of return is especially high for investments in primary education.<ref>{{multiref |1={{harvnb|Allen|2011|pp=85–89}} |2={{harvnb|Johnes|Portela|Thanassoulis|2017|pp=331–332}} }}</ref> Besides increasing economic prosperity, it can also lead to technological and scientific advances as well as decrease unemployment while promoting social equity.<ref>{{harvnb|Chimombo|2005|pp=[https://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2014/03/8-1-11.pdf 129–130]}}</ref> Increased education is associated with lower birth rates, in part because education augments the awareness of family planning, creates new opportunities for women, and tends to raise the age of marriage.<ref>{{harvnb|Götmark|Andersson|2020|pp=1–2}}</ref> However, the rate of return of education can vary due to overqualification.<ref>{{harvnb|Groot|Maassen van den Brink|2000}}</ref>
Education can prepare a country to adapt to changes and successfully face new challenges. It can help raise awareness and contribute to the solution of contemporary global problems, such as climate change, sustainability, and the widening inequalities between the rich and the poor.<ref>{{multiref |1={{harvnb|Hicks|2004|pp=19–22}} |2={{harvnb|International Commission on the Futures of Education|2022|pp=[https://books.google.com/books?id=AMNdEAAAQBAJ iii, 7–8]}} |3={{harvnb|Reimers|2020|p=[https://books.google.com/books?id=U84MEAAAQBAJ&pg=PR9 ix]}} |4={{harvnb|Hicks|2004a|pp=36–37}} }}</ref> By making students aware of how their lives and actions affect others, it may inspire some to work toward realizing a more sustainable and fair world.<ref>{{harvnb|Hicks|2004a|pp=41–42}}</ref> This way, education serves not just the purpose of maintaining the societal status quo, but can also be an instrument of social development.<ref>{{harvnb|Bartlett|Burton|2007|p=20}}</ref> That applies also to changing circumstances in the economic sector. For example, technological advances, particularly increased automation, are accompanied by new demands on the workforce, which education can help address.<ref>{{multiref | {{harvnb|The economist data team|2018}} | {{harvnb|Bonvillian|Sarma|2021|pp=[https://books.google.com/books?id=iBkSEAAAQBAJ&pg=PA1 1, 66]}} | {{harvnb|Arquisola|2020|p=[https://books.google.com/books?id=hFYEEAAAQBAJ&pg=PA34 34]}} }}</ref> Changing circumstances may render currently taught skills and knowledge redundant while shifting the importance to other areas. Education can be used to prepare people for such changes by adjusting the curriculum, introducing subjects like digital literacy, promoting skills in handling new technologies,<ref>{{multiref |1={{harvnb|Jong-Wha|2018}} |2={{harvnb|Krishnan|2020}} |3={{harvnb|Staats}} }}</ref> and including new forms of education such as massive open online courses.<ref>{{harvnb|Waks|2019|pp=[https://link.springer.com/chapter/10.1007/978-3-319-89680-9_10 183–184]}}</ref>
On a more individual level, education promotes personal development. This can include factors such as learning new skills, developing talents, fostering creativity, and increasing self-knowledge as well as improving problem-solving and decision-making abilities.<ref>{{multiref |1={{harvnb|Taylor|1999|pp=531–532}} |2={{harvnb|Burman|Cooper|Ling|Stephenson|2005|pp=[https://books.google.com/books?id=zKf8WUrE3XUC&pg=PA42 42–43]}} }}</ref> Education also has positive effects on health and well-being. Key factors responsible for these effects are that educated individuals tend to be better informed about health issues and adjust their behavior accordingly, have a better social support network and coping strategies, and have a higher income, which allows them access to high-quality healthcare services.<ref>{{harvnb|Raghupathi|Raghupathi|2020|pp=1–2, 20}}</ref> The social importance of education is recognized by the annual International Day of Education on January 24. The United Nations declared the year 1970 the ''International Education Year''.<ref>{{multiref |1={{harvnb|UN|2023}} |2={{harvnb|UN|2023a}} }}</ref>
== Role of institutions == [[File:Ministry of Education of China (20221020141115).jpg|thumb|alt=Photo of the Ministry of Education of the People's Republic of China|Governmental institutions, like the Chinese Ministry of Education, affect many aspects of public education.]]
Organized institutions play a key role in various aspects of education. Institutions like schools, universities, teacher training institutions, and ministries of education make up the education sector. They interact both with each other and with other stakeholders, such as parents, local communities, religious groups, non-governmental organizations, professionals in healthcare, law enforcement, media platforms, and political leaders. Many people are directly involved in the education sector, like students, teachers, and school principals as well as school nurses and curriculum developers.<ref>{{multiref |1={{harvnb|UNESCO|2016|p=[http://unesdoc.unesco.org/images/0024/002447/244756e.pdf 54]}} |2={{harvnb|Gary|Crime|2017|p=[https://books.google.com/books?id=6dAlDwAAQBAJ&pg=PA7 7]}} }}</ref>
Various aspects of formal education are regulated by the policies of governmental institutions. These policies determine at what age children need to attend school and at what times classes are held as well as issues pertaining to the school environment, like infrastructure. Regulations also cover the exact qualifications and requirements that teachers need to fulfill. An important aspect of education policy concerns the curriculum used for teaching at schools, colleges, and universities. A curriculum is a plan of instruction or a program of learning that guides students to achieve their educational goals. The topics are usually selected based on their importance and depend on the type of school. The goals of public school curricula are usually to offer a comprehensive and well-rounded education, while vocational training focuses more on specific practical skills within a field. The curricula also cover various aspects besides the topic to be discussed, such as the teaching method, the objectives to be reached, and the standards for assessing progress. By determining the curricula, governmental institutions have a strong impact on what knowledge and skills are transmitted to the students.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=74–77, 81–85}} |2={{harvnb|Hand|2014|pp=[https://books.google.com/books?id=i2eOBAAAQBAJ&pg=PA48 48–49]}} |3={{harvnb|Murphy|Mufti|Kassem|2009|p=7}} }}</ref> Examples of governmental institutions include the Ministry of Education in India,<ref>{{harvnb|MoE Staff}}</ref> the Department of Basic Education in South Africa,<ref>{{harvnb|DBE Staff}}</ref> and the Secretariat of Public Education in Mexico.<ref>{{harvnb|SEP Staff}}</ref>
[[File:Flag of UNESCO (cropped).svg|thumb|alt=Logo of UNESCO|International organizations, such as UNESCO, have wielded significant influence in shaping educational standards and policies worldwide.]]
International organizations also play a key role in education. For instance, UNESCO is an intergovernmental organization that promotes education in many ways. One of its activities is to advocate education policies, like the treaty Convention on the Rights of the Child, which states that education is a human right of all children and young people. The Education for All initiative aimed to offer basic education to all children, adolescents, and adults by the year 2015 and was later replaced by the initiative Sustainable Development Goals as goal 4.<ref>{{multiref |1={{harvnb|UNESCO|2021|pp=[https://books.google.com/books?id=Dv4bEAAAQBAJ&pg=PA8 8–10]}} |2={{harvnb|Francois|2015|pp=[https://books.google.com/books?id=wLyDDAAAQBAJ&pg=PA30 30–32]}} |3={{harvnb|Warren|2009|p=2}} |4={{harvnb|Yamada|2016|pp=[https://books.google.com/books?id=HeChDAAAQBAJ&pg=PA68 68–69]}} |5={{harvnb|Warren|Waltham|2009|p=42}} }}</ref> Related policies include the Convention against Discrimination in Education and the Futures of Education initiative.<ref>{{multiref |1={{harvnb|UNESCO}} |2={{harvnb|International Commission on the Futures of Education|2022|loc=[https://unesdoc.unesco.org/ark:/48223/pf0000379707 Short Summary]}} }}</ref>
Some influential organizations are not intergovernmental, but non-governmental. For example, the International Association of Universities promotes collaboration and the exchange of knowledge between colleges and universities around the world, while the International Baccalaureate offers international diploma programs.<ref>{{multiref |1={{harvnb|Francois|2015|pp=[https://books.google.com/books?id=wLyDDAAAQBAJ&pg=PA30 30–32]}} |2={{harvnb|Curran|Rujas|Castejón|2022|pp=1–2}} |3={{harvnb|Bartlett|Burton|2003|pp=239–241, 245–246}} }}</ref> Institutions like the Erasmus Programme facilitate student exchanges between countries,<ref>{{harvnb|Yeravdekar|Tiwari|2016|p=[https://books.google.com/books?id=ZitwDQAAQBAJ&pg=PT182 182]}}</ref> while initiatives such as the Fulbright Program provide a similar service for teachers.<ref>{{harvnb|Crawford|1986|p=81}}</ref>
== Factors of educational success == Educational success, also called student and academic achievement, refers to the extent to which educational aims are reached, for example, the amount of knowledge and abilities that students acquire. For practical purposes, it is often measured primarily in terms of official exam scores, but there are many additional indicators, such as attendance rates, graduation rates, dropout rates, student attitudes, and post-school indicators like later income and incarceration rates.<ref>{{multiref | {{harvnb|Schoen|2008|pp=[https://books.google.com/books?id=Bv9yAwAAQBAJ&pg=PT339 301–303]}} | {{harvnb|Karadağ|Bektaş|Çoğaltay|Yalçın|2017|pp=15, 17}} }}</ref> Several factors influence educational achievement, including psychological factors, which concern the student as an individual, and sociological factors, which pertain to the student's social environment. Further factors are access to educational technology, teacher quality, and parent involvement. Many of these factors overlap and influence each other.<ref>{{multiref |1={{harvnb|Portes|1999|pp=489–491}} |2={{harvnb|Bartlett|Burton|2007|pp=5–6}} |3={{harvnb|Waller|2011|pp=106–107, 132–133}} |4={{harvnb|Danişman|2017|pp=[https://books.google.com/books?id=7ifiDgAAQBAJ 271–272]}} |5={{harvnb|Haleem|Javaid|Qadri|Suman|2022|pp=275–276}} |6={{harvnb|Hughes|2009|p=90}} }}</ref>
=== Psychological === On a psychological level, relevant factors include motivation, intelligence, and personality.<ref>{{harvnb|Bartlett|Burton|2007|pp=96–97}}</ref> Motivation is the internal force propelling people to engage in learning.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=107}} |2={{harvnb|Weiner|2000|pp=314–316}} |3={{harvnb|Helms|2006|loc=[https://www.encyclopedia.com/management/encyclopedias-almanacs-transcripts-and-maps/motivation-and-motivation-theory Motivation and Motivation Theory]}} }}</ref> Motivated students are more likely to interact with the content to be learned by participating in classroom activities like discussions, which often results in a deeper understanding of the subject. Motivation can also help students overcome difficulties and setbacks. An important distinction is between intrinsic and extrinsic motivation. Intrinsically motivated students are driven by an interest in the subject and the learning experience itself. Extrinsically motivated students seek external rewards like good grades and recognition from peers. Intrinsic motivation tends to be more beneficial by leading to increased creativity and engagement as well as long-term commitment.<ref>{{multiref |1={{harvnb|Meece|Blumenfeld|Hoyle|1988|pp=[https://doi.org/10.1037/0022-0663.80.4.514 514–515]}} |2={{harvnb|McInerney|2019|pp=427–429}} |3={{harvnb|Honeybourne|2005|p=[https://books.google.com/books?id=2VxIIj-n8WYC&pg=PA80 80]}} |4={{harvnb|Dhiman|2017|p=[https://books.google.com/books?id=thTjDQAAQBAJ&pg=PA39 39]}} }}</ref> Educational psychologists try to discover how to increase motivation. This can be achieved, for instance, by encouraging some competition among students while ensuring a balance of positive and negative feedback in the form of praise and criticism.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=107}} |2={{harvnb|Gallard|Garden|2011|pp=132–133}} }}</ref>
Intelligence influences how people respond to education. It is a mental quality linked to the ability to learn from experience, to understand, and to employ knowledge and skills to solve problems. Those who have higher scores in intelligence metrics tend to perform better at school and go on to higher levels of education.<ref>{{multiref |1={{harvnb|Butler|Marsh|Sheppard|1985|pp=349–351}} |2={{harvnb|Sternberg|2022}} |3={{harvnb|Bartlett|Burton|2007|p=109}} |4={{harvnb|Gallard|Garden|2011|pp=145–147}} }}</ref> Intelligence is often primarily associated with the so-called IQ, a standardized numerical metric for assessing intelligence by focusing on mathematical-logical and verbal skills. However, it has been argued that there are more types of intelligence. According to the psychologist Howard Gardner, there are distinct forms of intelligence belonging to fields like mathematics, logic, spatial cognition, language, and music. Further types affect how a person interacts with other people and with themselves. These types of intelligence are largely independent of each other, meaning that someone may excel at one type while scoring low on another.<ref>{{multiref | {{harvnb|Fogarty|Stoehr|2008|pp=[https://books.google.com/books?id=kOr34YoN9OYC&pg=PA6 6–7]}} | {{harvnb|Grigorenko|2008|loc=[https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-magazines/multiple-intelligences-theory Multiple Intelligences Theory]}} | {{harvnb|O'Brien|Flynn|2007|loc=[https://books.google.com/books?id=puvbzwaRBnQC&pg=PA73 Emotions, Inequalities and Care in Education]}} }}</ref>
According to proponents of learning style theory, the preferred method of acquiring knowledge and skills is another factor. They hold that students with an auditory learning style find it easy to comprehend spoken lectures and discussions, whereas visual learners benefit from information presented visually, such as in diagrams and videos. To facilitate efficient learning, it may be advantageous to incorporate a wide variety of learning modalities.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=130–131}} |2={{harvnb|Page|Page|2010|pp=[https://books.google.com/books?id=8UEuTrErvuAC&pg=PA36 36–37]}} |3={{harvnb|Skowron|2015|p=[https://books.google.com/books?id=LTWCDwAAQBAJ&pg=PT137 137]}} |4={{harvnb|Willingham|Hughes|Dobolyi|2015|pp=266–267}} |5={{harvnb|Pashler|McDaniel|Rohrer|Bjork|2008|pp=105–106}} }}</ref> Learning styles have been criticized for ambiguous empirical evidence of student benefits and unreliability of student learning style assessment by teachers.<ref>{{multiref| {{harvnb|Rohrer|Pashler|2012|pp=634–635}} | {{harvnb|Papadatou-Pastou|Gritzali|Barrable|2018}} }}</ref> The learner's personality may also influence educational achievement. For instance, characteristics such as conscientiousness and openness to experience, identified in the Big Five personality traits, are associated with academic success.<ref>{{harvnb|Verbree|Maas|Hornstra|Wijngaards-de Meij|2021|p=1}}</ref> Other mental factors include self-efficacy, self-esteem, and metacognitive abilities.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=96–97}} |2={{harvnb|Lane|Lane|Kyprianou|2004|pp=247–248}} }}</ref>
=== Sociological === Sociological factors focus not on psychological attributes of learners but on their environment and position in society. They include socioeconomic status, ethnicity, cultural background, and gender. They are of interest to researchers since they are associated with inequality and discrimination. For this reason, they play a key role in policy-making in attempts to mitigate their effects.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=17}} |2={{harvnb|Bécares|Priest|2015|pp=1–2}} |3={{harvnb|Hart|2019|pp=582–583}} |4={{harvnb|Warren|2009|pp=4–5}} }}</ref>
Socioeconomic status depends on income but includes other factors, such as financial security, social status, social class, and quality of life attributes. Low socioeconomic status affects educational success in various ways. It is linked to slower cognitive developments in language and memory and higher dropout rates. Poor families may not have enough money to meet basic the nutritional needs of their children, causing poor development. They may also lack the means to invest in educational resources like stimulating toys, books, and computers. Additionally, they may be unable to afford tuition at prestigious schools and are more likely to attend schools in poorer areas. Such schools tend to offer lower standards of teaching because of teacher shortages or because they lack educational materials and facilities, like libraries. Poor parents may also be unable to afford private lessons if their children fall behind. In some cases, students from an economically disadvantaged background are forced to dropout from school to provide income to their families. They also have less access to information on higher education and may face additional difficulties in securing and repaying student loans. Low socioeconomic status also has many indirect negative effects by being linked to lower physical and mental health. Due to these factors, social inequalities on the level of the parents are often reproduced in the children.<ref>{{multiref | {{harvnb|Bartlett|Burton|2007|pp=146–149}} | {{harvnb|Murphy|Mufti|Kassem|2009|p=123}} | {{harvnb|APA staff}} | {{harvnb|Maluccio|Hoddinott|Behrman|Martorell|2009|pp=734–735}}}}</ref>
Ethnic background is linked to cultural differences and language barriers, which make it more difficult for students to adapt to the school environment and follow classes. Additional factors are explicit and implicit biases and discrimination toward ethnic minorities. This may affect the students' self-esteem and motivation as well as their access to educational opportunities. For example, teachers may hold stereotypical views even if they are not overtly racist, which can lead them to grade comparable performances differently based on the child's ethnicity.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|p=122}} |2={{harvnb|Archer|Francis|2006|pp=11–12}} |3={{harvnb|Isik|Tahir|Meeter|Heymans|2018|pp=1–2}} |4={{harvnb|Bartlett|Burton|2007|p=166}} }}</ref>
Historically, gender has been a central factor in education since the roles of men and women were defined differently in many societies. Education tended to strongly favor men, who were expected to provide for the family. Women, by contrast, were expected to manage the household and rear children, which barred most educational opportunities available to them. While these inequalities have improved in most modern societies, there are still gender differences in education. Among other things, this concerns biases and stereotypes linked to the role of gender in education. They affect subjects like science, technology, engineering, and mathematics, which are often presented as male fields. This discourages female students from following them.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=157–161}} |2={{harvnb|Murphy|Mufti|Kassem|2009|p=119}} |3={{harvnb|Sullivan|2019|pp=[https://books.google.com/books?id=oTWoDwAAQBAJ&pg=PA3 3–7]}} }}</ref> In various cases, discrimination based on gender and social factors happens openly as part of official educational policy, such as the severe restrictions on female education instituted by the Taliban in Afghanistan<ref>{{multiref | {{harvnb|Marsden|1998|p=[https://archive.org/details/talibanwarreligi0000mars/page/88/mode/2up 88]}} | {{harvnb|Johnson|2018|p=[https://books.google.com/books?id=g2lNDwAAQBAJ&pg=PA74 74]}} }}</ref> and the school segregation of migrants and locals in urban China under the hukou system.<ref>{{multiref | {{harvnb|Xu|Wu|2022|pp=433–434}} | {{harvnb|Musterd|2023|p=[https://books.google.com/books?id=7t7oEAAAQBAJ&pg=PA96 96]}} }}</ref>
One aspect of many social factors is given by the expectations associated with stereotypes. They work both on an external level, based on how other people react to a person belonging to a certain group, and on an internal level, based on how the person internalizes them and acts accordingly. In this sense, the expectations may turn into self-fulfilling prophecies by causing the educational outcomes they anticipate. This can happen both for positive and negative stereotypes.<ref>{{harvnb|Murphy|Mufti|Kassem|2009|pp=116, 126–127}}</ref>
=== Technology and others === {{See also|Computers in the classroom}} Technology plays another significant role in educational success. Educational technology is commonly associated with the use of modern digital devices, like computers. But understood in the broadest sense, it involves a wide range of resources and tools for learning, including basic aids that do not involve the use of machines, like regular books and worksheets.<ref>{{multiref |1={{harvnb|Sampath|1981|pp=[https://books.google.com/books?id=NfhwWGPoV3sC&pg=PA30 30–32]}} |2={{harvnb|Rosove|1973|pp=[https://books.google.com/books?id=f_kxVhGxQTcC&pg=PA120 120–122]}} }}</ref>
[[File:OLPC Haiti.jpg|thumb|right|alt=Photo of a group of children being introduced to a laptop|A One Laptop per Child device being introduced to children in Haiti]]
Educational technology can benefit learning in various ways. In the form of media, it often takes the role of the primary supplier of information in the classroom. This means that the teacher can focus their time and energy on other tasks, like planning the lesson and guiding students as well as assessing educational performance.<ref>{{harvnb|Sampath|1981|pp=[https://books.google.com/books?id=NfhwWGPoV3sC&pg=PA30 30–32]}}</ref> Educational technology can also make information easier to understand by presenting it using graphics, audio, and video rather than through mere text. In this regard, interactive elements may be used to make the learning experience more engaging in the form of educational games. Technology can be employed to make educational materials accessible to many people, like when using online resources. It additionally facilitates collaboration between students and communication with teachers.<ref>{{multiref |1={{harvnb|Williams|Mehlinger|Powers|Baldwin|2003a|loc=[https://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/educational-technology Technology in Education]}} |2={{harvnb|Kimmons|2015|p=[https://books.google.com/books?id=XRliCgAAQBAJ&pg=PT664 664]}} |3={{harvnb|Haleem|Javaid|Qadri|Suman|2022|pp=275–276}} }}</ref> The use of artificial intelligence in education holds various potentials, such as providing new learning experiences to students and assisting teachers in their work, but also poses new risks associated with data privacy, false information, and manipulation.<ref>{{multiref | {{harvnb|Gomathi|Mohanavel|2022|pp=[https://books.google.com/books?id=c3iGEAAAQBAJ&pg=PT29 29–30]}} | {{harvnb|Miao|Holmes|2023|p=7}} }}</ref> Various organizations promote student access to educational technologies, such as the One Laptop per Child initiative, the African Library Project, and Pratham.<ref>{{multiref | {{harvnb|Selwyn|2013|p=[https://books.google.com/books?id=LVs4z6El6uMC&pg=PA128 128]}} | {{harvnb|Rodriguez-Segura|2022|pp=171–173}} | {{harvnb|Corbridge|Harriss|Jeffrey|2013|p=[https://books.google.com/books?id=KJTC6lBm4QkC&pg=PA290 290]}} }}</ref>
School infrastructure also influences educational success. It includes physical aspects of the school, like its location and size as well as the available school facilities and equipment. A healthy and safe environment, well-maintained classrooms, and suitable classroom furniture as well as the availability of a library and a canteen tend to contribute to educational success.<ref>{{multiref |1={{harvnb|Figueroa|Lim|Lee|2016|pp=273–276}} |2={{harvnb|Barrett|Treves|Shmis|Ambasz|2019|pp=[https://books.google.com/books?id=Tf6jDwAAQBAJ&pg=PA1 1–2]}} }}</ref> The quality of the teacher also has an important impact on student achievement. Skilled teachers know how to motivate and inspire students and are able to adjust their instructions to the students' abilities and needs. Important in this regard are the teacher's own education and training as well as their past teaching experience.<ref>{{multiref |1={{harvnb|Lareau|Ferguson|2018|p=[https://books.google.com/books?id=cVxtDwAAQBAJ&pg=PT114 114]}} |2={{harvnb|Moore|2004|p=[https://books.google.com/books?id=gQAVvZMKspsC&pg=PA52 52]}} |3={{harvnb|Winters|2012|pp=[https://books.google.com/books?id=zwxT1OKJ6zMC&pg=PA16 16–18]}} |4={{harvnb|Burroughs|Gardner|Lee|Guo|2019|pp=[https://link.springer.com/chapter/10.1007/978-3-030-16151-4_2 7–9]}} }}</ref> A meta-analysis by Engin Karadağ et al. concludes that, compared to other influences, factors related to the school and the teacher have the biggest impact on educational success.<ref>{{harvnb|Karadağ|2017|pp=325–330}}</ref>
Parent involvement also boosts achievement and can make children more motivated and invested if they are aware that their parents care about their educational efforts. This tends to lead to increased self-esteem, better attendance rates, and more constructive behavior at school. Parent involvement also includes communication with teachers and other school staff to make other parties aware of current issues and how they may be resolved.<ref>{{multiref |1={{harvnb|Danişman|2017|pp=[https://books.google.com/books?id=7ifiDgAAQBAJ 271–272]}} |2={{harvnb|Schmid|Garrels|2021|pp=456–458}} |3={{harvnb|Shute|Hansen|Underwood|Razzouk|2011|pp=1–3}} }}</ref> Further relevant factors sometimes discussed in the academic literature include historical, political, demographic, religious, and legal aspects.<ref>{{multiref |1={{harvnb|Hughes|2009|p=90}} |2={{harvnb|Horwitz|2021|pp=107–109}} }}</ref>
== Education studies == {{main|Education sciences}} [[File:LockeEducation1693.jpg|right|thumb|upright|alt=Photo of the cover of the title page of John Locke's 1693 book "Some Thoughts Concerning Education"|John Locke's book ''Some Thoughts Concerning Education'' from 1693 is one of the foundational works of education studies.<ref>{{harvnb|Aitchison|2022|p=7}}</ref>]] The main discipline investigating education is called education studies, also referred to as education sciences. It tries to determine how people transmit and acquire knowledge by studying the methods and forms of education. It is interested in its aims, effects, and value as well as the cultural, societal, governmental, and historical contexts that shape education.<ref>{{multiref |1={{harvnb|Frankena|Burbules|Raybeck|2003|p=1877}} |2={{harvnb|Kassem|Mufti|Robinson|2006|p=xv}} |3={{harvnb|Murphy|Mufti|Kassem|2009|pp=8–10}} |4={{harvnb|Bartlett|Burton|2007|pp=3–4}} }}</ref> Education theorists integrate insights from many other fields of inquiry, including philosophy, psychology, sociology, economics, history, politics, and international relations. Because of these influences, some theorists claim that education studies is not an independent academic discipline like physics or history since its method and subject are not as clearly defined.<ref>{{multiref |1={{harvnb|Ward|2004|p=2}} |2={{harvnb|Bartlett|Burton|2007|pp=3–4}} }}</ref> Education studies differs from regular training programs, such as teacher training, since its focus on academic analysis and critical reflection goes beyond the skills needed to be a good teacher. It is not restricted to the topic of formal education but examines all forms and aspects of education.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=4}} |2={{harvnb|Ward|2004|p=1}} |3={{harvnb|Warren|2009|p=5}} }}</ref>
Various research methods are used to study educational phenomena. They roughly divide into quantitative, qualitative, and mixed-methods approaches. Quantitative research emulates the methods found in the natural sciences by using precise numerical measurements to gather data from many observations and employs statistical tools to analyze it. It aims to arrive at an objective and impersonal understanding. Qualitative research usually has a much smaller sample size and tries to get an in-depth insight into more subjective and personal factors, like how different actors experience the process of education. Mixed-methods research aims to combine data gathered from both approaches to arrive at a balanced and comprehensive understanding. Data can be collected in various ways, like using direct observation or test scores as well as interviews and questionnaires.<ref>{{multiref |1={{harvnb|Cohen|Manion|Morrison|2018|pp=1, 31–33}} |2={{harvnb|Bartlett|Burton|2007|pp=29–30, 40–44, 57}} }}</ref> Some research projects study basic factors affecting all forms of education, while others concentrate on one specific application, look for solutions to concrete problems, or examine the effectiveness of educational projects and policies.<ref>{{harvnb|Bartlett|Burton|2007|p=37}}</ref> Educational research was found to have low reproducibility.<ref>{{harvnb|Tyner et al.|2026|pp=143–150|ref=Tyner et al.}}</ref>
=== Subfields === Education studies encompasses various subfields like pedagogy, comparative education, and the philosophy, psychology, sociology, economics, and history of education.<ref>{{multiref |1={{harvnb|Warren|2009|pp=1–2}} |2={{harvnb|Noddings|1995|pp=[https://archive.org/details/philosophyofeduc00nodd/page/1 1–6]}} }}</ref> The philosophy of education is the branch of applied philosophy that examines many of the basic assumptions underlying the theory and practice of education. It studies education both as a process and as a discipline while trying to provide exact definitions of its nature and how it differs from other phenomena. It further examines the purpose of education, its different types, and how to conceptualize teachers, students, and their relation.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=5}} |2={{harvnb|Frankena|Burbules|Raybeck|2003|loc=[https://www.encyclopedia.com/education/encyclopedias-almanacs-transcripts-and-maps/philosophy-education Philosophy of Education]}} |3={{harvnb|Curtis|2011|pp=59–60}} }}</ref> It includes educational ethics, which investigates the moral implications of education; for example, what ethical principles direct it and how teachers should apply them to specific cases. The philosophy of education has a long history and was discussed in ancient Greek philosophy.<ref>{{multiref |1={{harvnb|Curtis|2011|pp=59–60}} |2={{harvnb|Coombs|1998|pp=555–556}} |3={{harvnb|Warren|Waltham|2009|pp=39–40}} }}</ref>
The term "pedagogy" is sometimes used as a synonym for education studies, but when understood in a more restricted sense, it refers to the subfield interested in teaching methods.<ref>{{multiref |1={{harvnb|Watkins|Mortimore|1999|pp=1–2|loc= 1: Pedagogy: What Do We Know?]}} |2={{harvnb|Murphy|2003|pp=[https://sk.sagepub.com/books/understanding-pedagogy-and-its-impact-on-learning/n1.xml 9–10]}} |3={{harvnb|Salvatori|2003|p=[https://books.google.com/books?id=abocsyBzTMMC&pg=PA264 264]}} }}</ref> It studies how the aims of education, like the transmission of knowledge or fostering skills and character traits, can be realized.<ref>{{multiref |1={{harvnb|Peel|2023}} |2={{harvnb|Murphy|2003|pp=[https://sk.sagepub.com/books/understanding-pedagogy-and-its-impact-on-learning/n1.xml 9–10]}} |3={{harvnb|Gabriel|2022|p=[https://books.google.com/books?id=PreYEAAAQBAJ&pg=PT16 16]}} }}</ref> It is interested in the methods and practices used for teaching in regular schools. Some definitions restrict it to this domain, but in a wider sense, it covers all types of education, including forms of teaching outside schools.<ref>{{multiref |1={{harvnb|Anderson|2005|pp=[https://books.google.com/books?id=kzWq-oGRlNcC&pg=PA53 53–54]}} |2={{harvnb|Kraftl|2014|p=[https://books.google.com/books?id=B3CEAwAAQBAJ&pg=PT169 169]}} |3={{harvnb|McHugh|2016|p=[https://books.google.com/books?id=beLaDwAAQBAJ&pg=PA167 167]}} }}</ref> In this general sense, it explores how teachers can bring about experiences in learners to advance their understanding of the studied topic and how the learning itself takes place.<ref>{{multiref |1={{harvnb|Peel|2023}} |2={{harvnb|Murphy|2003|pp=[https://books.google.com/books?id=BjqQAgAAQBAJ&pg=PA9 9–10, 15–16]}} }}</ref>
The psychology of education studies how education happens on the mental level, specifically how new knowledge and skills are acquired as well as how personal growth takes place. It examines what factors influence educational success, how they may differ between individuals, and to what extent nature or nurture is responsible. Influential psychological theories of education are behaviorism, cognitivism, and constructivism.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=6, 96–97, 118}} |2={{harvnb|Gallard|Garden|2011|pp=132–133}} |3={{harvnb|Oliveira|Bittencourt|2019|p=[https://books.google.com/books?id=zuK3DwAAQBAJ&pg=PA9 9]}} }}</ref> Closely related fields are the neurology of education and educational neuroscience, which are interested in the neuropsychological processes and changes brought about through learning.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=89–90}} |2={{harvnb|Marquis|1942|pp=153–154}} |3={{harvnb|Ansari|Coch|2006|pp=146–151}} |4={{harvnb|Goswami|2006|pp=406–411}} }}</ref>
The sociology of education is concerned with how education leads to socialization. It examines how social factors and ideologies affect what kind of education is available to a person and how successful they are. Closely related questions include how education affects different groups in society and how educational experiences can form someone's personal identity. The sociology of education is specifically interested in the causes of inequalities, and its insights are relevant to education policy by trying to identify and mitigate factors that cause inequality.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=5, 145}} |2={{harvnb|Waller|2011|pp=106–107}} }}</ref> Two influential schools of thought are consensus theory and conflict theory. Consensus theorists hold that education benefits society as a whole by preparing people for their roles. Conflict theories have a more negative outlook on the resulting inequalities and see education as a force used by the ruling class to promote their own agenda.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=103–107, 114}} |2={{harvnb|Browne|2011|pp=[https://books.google.com/books?id=AQx7ntmy6HAC&pg=PA39 39–40]}} }}</ref>
The economics of education is the field of inquiry studying how education is produced, distributed, and consumed. It tries to determine how resources should be used to improve education, for example, by examining to what extent the quality of teachers is increased by raising their salary. Other questions are how smaller class sizes affect educational success and how to invest in new educational technologies. This way, the economics of education helps policy-makers decide how to distribute the limited resources most efficiently to benefit society as a whole. It also tries to understand what long-term role education plays for the economy of a country by providing a highly skilled labor force and increasing its competitiveness. A closely related issue concerns the economic advantages and disadvantages of different systems of education.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=6, 8}} |2={{harvnb|Blaug|2014|pp=[https://books.google.com/books?id=upSjBQAAQBAJ&pg=PR7 xii–xiii]}} |3={{harvnb|Allen|2011|pp=85–86}} }}</ref>
[[File:Education index UN HDR 2007 2008.PNG|thumb|upright=1.5|alt=World map showing the Education Index of 2007/2008|Comparative education uses tools like the Education Index to compare educational systems in different countries. Countries with a high score are shown in green, while red indicates a low score.]]
Comparative education is the discipline that examines and contrasts systems of education. Comparisons can happen from a general perspective or focus on specific factors, like social, political, or economic aspects. Comparative education is often applied to different countries to assess the similarities and differences of their educational institutions and practices as well as to evaluate the consequences of the distinct approaches. It can be used to learn from other countries which education policies work and how one's own system of education may be improved.<ref>{{multiref | {{harvnb|Bartram|2009|pp=25–27}} | {{harvnb|Bartlett|Burton|2007|p=7}} | {{harvnb|Le Play|2011|pp=159–162}} | {{harvnb|Hebert|2023|pp=[https://link.springer.com/chapter/10.1007/978-981-99-0139-5_1 1–2]}} }}</ref> This practice is known as policy borrowing and comes with many difficulties since the success of policies can depend to a large degree on the social and cultural context of students and teachers. A closely related and controversial topic concerns the question of whether the educational systems of developed countries are superior and should be exported to less developed countries.<ref>{{multiref | {{harvnb|Bartlett|Burton|2007|p=8}} | {{harvnb|Le Play|2011|pp=163–164, 171–172}} | {{harvnb|Bartram|2009|pp=27–28, 33–35}} | {{harvnb|Bennett|2023|p=[https://link.springer.com/chapter/10.1007/978-981-99-0139-5_7 114]}} | {{harvnb|Tukdeo|2019|pp=[https://books.google.com/books?id=Ysy-DwAAQBAJ 58–59]}} }}</ref> Other key topics are the internationalization of education and the role of education in transitioning from an authoritarian regime to a democracy.<ref>{{multiref |1={{harvnb|Le Play|2011|p=166}} |2={{harvnb|Buckner|2019|pp=315–316}} }}</ref>
The history of education examines the evolution of educational practices, systems, and institutions. It discusses various key processes, their possible causes and effects, and their relations to each other.<ref>{{harvnb|Bartlett|Burton|2007|p=6}}</ref>
=== Aims and ideologies === [[File:Propaganda poster in a primary school - DPRK (2604154887).jpg|thumb|upright=1.2|alt=Propaganda poster in a primary school in North Korea|Propaganda poster in a primary school in North Korea. Authoritarian regimes often use education to indoctrinate students.{{sfn|Torabian|2022|p=[https://books.google.com/books?id=y1xwEAAAQBAJ&pg=PR7 vii]}}{{sfn|Golosov|2017|p=[https://books.google.com/books?id=Fq41DwAAQBAJ&pg=PT91 91]}}]]
A central topic in education studies concerns the question of how people should be educated and what goals should guide this process. Many aims of education have been suggested, such as the acquisition of knowledge and skills as well as personal development and fostering of character traits. Common suggestions encompass features like curiosity, creativity, rationality, and critical thinking as well as the tendency to think, feel, and act morally. Some scholars focus on liberal values linked to freedom, autonomy, and open-mindedness, while others prioritize qualities like obedience to authority, ideological purity, piety, and religious faith.<ref>{{multiref |1={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#ContCurrAimsFuncScho 3.1 The Content of the Curriculum and the Aims and Functions of Schooling]}} |2={{harvnb|Siegel|2010|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-001 3–9]}} |3={{harvnb|Gingell|Winch|2002|pp=[https://books.google.com/books?id=x3KFAgAAQBAJ&pg=PA10 10–13]}} |4={{harvnb|Brighouse|2009|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-003 35–36, 42]}} |5={{harvnb|Curren|1996|loc=[https://www.rep.routledge.com/articles/thematic/education-philosophy-of/v-1 Lead Section, 1 Philosophical Analysis and Theory]}} |6={{harvnb|Van Hiel|Van Assche|De Cremer|Onraet|2018|pp=1–2}} }}</ref>
Some education theorists focus a single overarching purpose of education and see the more specific aims as means to this end.<ref>{{multiref |1={{harvnb|Haack|1981|pp=[https://www.jstor.org/stable/3750273 289–290, 293]}} |2={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#SociEpisVirtEpisEpisEduc 3.3 Social Epistemology, Virtue Epistemology, and the Epistemology of Education]}} }}</ref> On a personal level, this purpose is often identified with helping the student lead a good life.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 15–16]}} |2={{harvnb|Haack|1981|pp=[https://www.jstor.org/stable/3750273 289–291]}} |3={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4]}} }}</ref> On a societal level, education makes people productive members of society.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 15–16]}} |2={{harvnb|Bowen|Gelpi|Anweiler|2023|loc=Introduction}} |3={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4, 7]}} }}</ref> It is controversial whether the primary aim of education is to benefit the educated person or society as a whole.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=17–18}} |2={{harvnb|Reid|2018|p=[https://books.google.com/books?id=9bR2DwAAQBAJ&pg=PT190 190]}} |3={{harvnb|Kiracofe|Hirth|Hutton|2022|p=[https://books.google.com/books?id=w8lfEAAAQBAJ&pg=PA19 19]}} |4={{harvnb|Kemmis|Edwards-Groves|2017|pp=[https://books.google.com/books?id=fFM7DwAAQBAJ 2–3]}}}}</ref>
Educational ideologies are systems of basic philosophical assumptions and principles that can be used to interpret, understand, and evaluate existing educational practicies and policies. They cover various additional issues besides the aims of education, like what topics are learned and how the learning activity is structured. Other themes include the role of the teacher, how educational progress should be assessed, and how institutional frameworks and policies should be structured. There are many ideologies, and they often overlap in various ways. Teacher-centered ideologies place the main emphasis on the teacher's role in transmitting knowledge to students, while student-centered ideologies give a more active role to the students in the process. Process-based ideologies focus on what the processes of teaching and learning should be like and contrast with product-based ideologies, which discuss education from the perspective of the result to be achieved. Conservative ideologies rely on traditional and well-established practices while Progressive ideologies emphasize innovation and creativity. Further categories are humanism, romanticism, essentialism, encyclopaedism, and pragmatism as well as authoritarian and democratic ideologies.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=26–31}} |2={{harvnb|Bartram|2009|p=28}} |3={{harvnb|Bartlett|Burton|2007|pp=22–25}} }}</ref>
=== Learning theories=== Learning theories try to explain how learning happens. Influential theories are behaviorism, cognitivism, and constructivism. Behaviorism understands learning as a change in behavior in response to environmental stimuli. This happens by presenting the learner with a stimulus, associating this stimulus with the desired response, and solidifying this stimulus-response pair. Cognitivism sees learning as a change in cognitive structures and focuses on the mental processes involved in storing, retrieving, and processing information. Constructivism holds that learning is based on the personal experience of each individual and puts more emphasis on social interactions and how they are interpreted by the learner. These theories have important implications for how to teach. For example, behaviorists tend to focus on drills, while cognitivists may advocate the use of mnemonics, and constructivists tend to employ collaborative learning strategies.<ref>{{multiref |1={{harvnb|Atienza|2010|p=130}} |2={{harvnb|Dreeben|2010|pp=[https://books.google.com/books?id=iogMlHuG0tsC&pg=PA178 178–179]}} |3={{harvnb|Murphy|Mufti|Kassem|2009|p=92}} |4={{harvnb|Kimble|2023}} }}</ref>
Various theories suggest that learning is more efficient when it is based on personal experience. An additional factor is to aim at a deeper understanding by connecting new to pre-existing knowledge rather than merely memorizing a list of unrelated facts.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=91–92}} |2={{harvnb|Smith|Ragan|2004|pp=[https://books.google.com/books?id=_cAkAAAAQBAJ&pg=PA152 152–154]}} }}</ref> An influential developmental theory of learning is proposed by psychologist Jean Piaget, who outlines four stages of learning through which children pass on their way to adulthood: the sensorimotor, the pre-operational, the concrete operational, and the formal operational stage. They correspond to different levels of abstraction with early stages focusing more on simple sensory and motor activities, while later stages include more complex internal representations and information processing in the form of logical reasoning.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=90–91}} |2={{harvnb|Bartlett|Burton|2007|pp=96–97}} }}</ref>
===Teaching methods=== The teaching method concerns the way the content is presented by the teacher, for example, whether group work is used instead of a focus on individual learning. There are many teaching methods available and which one is most efficient in a case depends on factors like the subject matter and the learner's age and competence level.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=81–5}} |2={{harvnb|Peel|2023}} |3={{harvnb|Murphy|2003|pp=[https://books.google.com/books?id=BjqQAgAAQBAJ&pg=PA5 5, 19–20]}} }}</ref> This is reflected in the fact that modern school systems organize students by age, competence, specialization, and native language into different classes to ensure a productive learning process. Different subjects frequently use different approaches; for instance, language education often focuses on verbal learning, while mathematical education is about abstract and symbolic thinking together with deductive reasoning.<ref>{{multiref |1={{harvnb|Peel|2023}} |2={{harvnb|Salganik|Matheson|Phelps|1997|p=19}} }}</ref> One central requirement for teaching methodologies is to ensure that the learner remains motivated because of interest and curiosity or through external rewards.<ref>{{harvnb|Peel|2023|loc=§ The teaching-learning situation}}</ref>
Teaching method also encompasses the use of instructional media used, such as books, worksheets, and audio-visual recordings, and having some form of test or assessment to evaluate the learning progress. Educational assessment is the process of documenting the student's knowledge and skills, which can happen formally or informally and may take place before, during, or after the learning activity. An important pedagogical aspect in many forms of modern education is that each lesson is part of a larger educational enterprise governed by a syllabus, which often covers several months or years.<ref>{{multiref | {{harvnb|Peel|2023}} | {{harvnb|Bukoye|2019|p=1395}} | {{harvnb|Doukakis|Niari|Alexopoulos|Sfyris|2022|pp=[https://books.google.com/books?id=32lpEAAAQBAJ&pg=PA71 71–72]}} | {{harvnb|Lamprianou|Athanasou|2009|p=[https://books.google.com/books?id=4XsfEAAAQBAJ&pg=PA31 31]}}}}</ref> According to Herbartianism, teaching is divided into phases. The initial phase consists of preparing the student's mind for new information. Next, new ideas are first presented to the learner and then associated with ideas with which the learner is already familiar. In later phases, the understanding shifts to a more general level behind the specific instances, and the ideas are then put into concrete practice.<ref>{{multiref |1={{harvnb|The Editors of Encyclopaedia Britannica|2014}} |2={{harvnb|Cordasco|1976|p=[https://books.google.com/books?id=UuKr3jgXad0C&pg=PA102 102]}} }}</ref>
== History == {{Main|History of education}} The history of education studies the processes, methods, and institutions involved in teaching and learning. It tries to explain how they have interacted with each other and shaped educational practice until the present day.<ref>{{multiref | {{harvnb|Ramsay|2008|pp=[https://books.google.com/books?id=Bv9yAwAAQBAJ&pg=PA283 283–287]}} | {{harvnb|Briggs|2012|p=[https://books.google.com/books?id=TvFrNwp604kC&pg=PA168 168]}} | {{harvnb|Johnson|Stearns|2023|pp=1–2}} }}</ref>
=== Prehistory === Education in prehistory took place as a form of enculturation and focused on practical knowledge and skills relevant to everyday concerns, for example, in relation to food, clothing, shelter, and protection. There were no formal schools or specialized teachers, and most adults in the community performed that role and learning happened informally during everyday activities, for example, when children observed and imitated their elders. For these oral societies, storytelling played a key role in transferring cultural and religious ideas from one generation to the next.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=5, 9–10, 12}} | {{harvnb|Power|1970|pp=[https://babel.hathitrust.org/cgi/pt?id=uc1.$b201970&view=1up&seq=19 1–2]}} | {{harvnb|Nwuzor|2017|p=[https://books.google.com/books?id=XaI7DwAAQBAJ&pg=PA104 104]}}}}</ref>{{efn|Research on prehistoric education often relies on studies of surviving hunting and gathering societies.<ref>{{harvnb|Johnson|Stearns|2023|p=12}}</ref>}} Beginning with the emergence of agriculture around 9000 BCE, a slow educational change towards more specialization began to occur as people formed larger groups and more complex artisanal and technical skills were needed.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=12–13}} | {{harvnb|Beaulieu|2018|p=[https://books.google.com/books?id=yMhQDwAAQBAJ&pg=PA28 28]}} }}</ref>
=== Ancient era === Starting in the 4th millennium BCE and continuing through the following millennia, a major shift in educational practices started to take place with the invention of writing in regions such as Mesopotamia, ancient Egypt, the Indus Valley, and ancient China.<ref>{{multiref |{{harvnb|Johnson|Stearns|2023|p=13}} | {{harvnb|Friesen|2017|pp=[https://books.google.com/books?id=0Ks-DwAAQBAJ&pg=PA17 17–19]}} | {{harvnb|Kuskis|Logan|2014|p=[https://books.google.com/books?id=ZDaCBAAAQBAJ&pg=PT34 34]}} }}</ref>{{efn|There is no consensus when exactly writing was invented and various forms of proto-writing have existed for much longer.<ref>{{multiref | {{harvnb|Kortti|2019|p=[https://books.google.com/books?id=Oh5HEAAAQBAJ&pg=PA6 6]}} | {{harvnb|Crowley|Heyer|2015|p=[https://books.google.com/books?id=cl6kCgAAQBAJ&pg=PT70 70]}} }}</ref>}} This development had a significant influence on the history of education as a whole. Through writing, it was possible to store, preserve, and communicate information. This facilitated various subsequent developments; for example, the creation of educational tools, like textbooks, and the formation of institutions, like schools.<ref>{{multiref |1={{harvnb|Hoskin|2021|pp=27–28}} |2={{harvnb|Friesen|2017|pp=[https://books.google.com/books?id=0Ks-DwAAQBAJ&pg=PA17 17–18]}} |3={{harvnb|Kuskis|Logan|2014|p=[https://books.google.com/books?id=ZDaCBAAAQBAJ&pg=PT34 34]}} |4={{harvnb|Sampath|1981|p=[https://books.google.com/books?id=NfhwWGPoV3sC&pg=PA30 30]}} }}</ref>
[[File:Plato's Academy mosaic from Pompeii.jpg|thumb|alt=Mosaic from Pompeii depicting Plato's Academy|Plato's Academy is often seen as the first school of higher learning. (Mosaic from Pompeii).]] Another key aspect of ancient education was the establishment of formal education. This became necessary since the amount of knowledge grew as civilizations evolved, and informal education proved insufficient to transmit all requisite knowledge between generations. Teachers would act as specialists to impart knowledge, and education became more abstract and further removed from daily life. Formal education was still quite rare in ancient societies and was restricted to the intellectual elites.<ref>{{multiref | {{harvnb|Tillman|An|Robertson|2019|pp=[https://books.google.com/books?id=esyxDwAAQBAJ&pg=PA62 62–63]}} | {{harvnb|Green|2022|pp=[https://books.google.com/books?id=mJegEAAAQBAJ&pg=PA16 16–17]}} | {{harvnb|Johnson|Stearns|2023|pp=3, 5, 13, 15}} }}</ref> It covered fields like reading and writing, record keeping, leadership, civic and political life, religion, and technical skills associated with specific professions.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=13–14}} | {{harvnb|Tillman|An|Robertson|2019|pp=[https://books.google.com/books?id=esyxDwAAQBAJ&pg=PA62 62–64]}} }}</ref> Formal education introduced a new way of teaching that gave more emphasis to discipline and drills than the earlier informal modes of education.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=13–14}} | {{harvnb|Tillman|An|Robertson|2019|pp=[https://books.google.com/books?id=esyxDwAAQBAJ&pg=PA62 62–63]}} }}</ref> Two often-discussed achievements of ancient education are the establishment of Plato's Academy in Ancient Greece, which is sometimes considered the first institute of higher learning,<ref>{{multiref |1={{harvnb|Hughes|Gosney|2016|p=[https://books.google.com/books?id=OzR6CwAAQBAJ&pg=PA43 43]}} |2={{harvnb|Lynch|1972|p=[https://books.google.com/books?id=VaYV57QiQDYC&pg=PA47 47]}} }}</ref> and the creation of the Great Library of Alexandria in Ancient Egypt as one of the most prestigious libraries of the ancient world.<ref>{{harvnb|El-Abbadi|2023|loc=Lead Section}}</ref>
=== Medieval era === [[File:Archiginnasio ora blu Bologna.jpg|thumb|Bologna University in Italy, established in 1088 CE, is the world's oldest university in continuous operation.]] Many aspects of education in the medieval period were shaped by religious traditions. In Europe, the Catholic Church wielded a significant influence over formal education.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=5, 43–44}} | {{harvnb|Young|2019|pp=[https://books.google.com/books?id=Mc-aDwAAQBAJ&pg=PA110 109–111]}} | {{harvnb|Craver|Philipsen|2011|p=[https://books.google.com/books?id=G8qoAwAAQBAJ&pg=PA361 361]}} }}</ref> In the Arab world, the newly founded religion of Islam spread rapidly and led to various educational developments during the Islamic Golden Age, for example, by integrating classical and religious knowledge and by establishing madrasa schools.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=5, 43–44, 47}} | {{harvnb|Esposito|2003|loc=[https://www.oxfordreference.com/display/10.1093/oi/authority.20110803100125907 Madrasa]}} }}</ref> In Jewish communities, yeshivas were established as institutions dedicated to the study of religious texts and Jewish law.<ref>{{multiref | {{harvnb|Bowker|2003|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780192800947.001.0001/acref-9780192800947-e-8089?rskey=Ba4XPQ&result=1 Yeshivah ]}} | {{harvnb|Walton|2015|p=[https://books.google.com/books?id=Jv9tCAAAQBAJ&pg=PA130 130]}} }}</ref> In China, an expansive state educational and exam system influenced by Confucian teachings was established.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=70–71}} | {{harvnb|Elman|2016|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780190622671.001.0001/acref-9780190622671-e-116 Civil Service Examinations]}} | {{harvnb|Bastid|2021|p=[https://books.google.com/books?id=x3M3EAAAQBAJ&pg=RA2-PA10 10]}} }}</ref> New complex societies began to evolve in other regions, such as Africa, the Americas, Northern Europe, and Japan. Some incorporated preexisting educational practices, while others developed new traditions.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=5, 43–44}} | {{harvnb|Patzuk-Russell|2021|p=1}} }}</ref>
Additionally, this period saw the establishment of various institutes of higher education and research. The first universities in Europe were the University of Bologna, the University of Paris, and Oxford University.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=5, 60}} | {{harvnb|Kemmis|Edwards-Groves|2017|pp=[https://books.google.com/books?id=fFM7DwAAQBAJ&pg=PA50 50]}} }}</ref> Other influential centers of higher learning were the Al-Qarawiyyin University in Morocco,<ref>{{harvnb|Aqil|Babekri|Nadmi|2020|p=[https://books.google.com/books?id=TGjvDwAAQBAJ&pg=PA156 156]}}</ref> the Al-Azhar University in Egypt,<ref>{{harvnb|Cosman|Jones|2009|p=[https://books.google.com/books?id=-Jf5t1vFw1QC&pg=PA148 148]}}</ref> and the House of Wisdom in Iraq.<ref>{{harvnb|Gilliot|2018|p=[https://books.google.com/books?id=P-pGDwAAQBAJ&pg=PT81 81]}}</ref> Another key development was the creation of guilds, which were associations of skilled craftsmen and merchants who controlled the practice of their trades. They were responsible for vocational education, and new members had to pass through different stages on their way to masterhood.<ref>{{multiref |1={{harvnb|Power|1970|pp=[https://babel.hathitrust.org/cgi/pt?id=uc1.$b201970&view=1up&seq=273 243–244]}} |2={{harvnb|Nicholas|2014|p=[https://books.google.com/books?id=92zXAwAAQBAJ&pg=PA129 129]}} }}</ref>
=== Modern era === thumb|alt=A woodcut from 1568 showing an old printing press|The invention of the printing press made written media widely available and led to a significant increase in general literacy. Starting in the early modern period, education in Europe during the Renaissance slowly began to shift from a religious approach towards one which was more secular. This development was tied to an increased appreciation of the importance of education and a broadened range of topics, including a revived interest in ancient literary texts and educational programs.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=6, 81–83}} | {{harvnb|Dekker|2023|pp=[https://books.google.com/books?id=C32mEAAAQBAJ&pg=PA1 1–2]}} | {{harvnb|Grendler|2005|loc=[https://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/education-europe Lead Section, § From the Renaissance to the Enlightenment]}} }}</ref> The turn toward secularization was accelerated during the Age of Enlightenment starting in the 17th century, which emphasized the role of reason and the empirical sciences.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=6, 100–101}} | {{harvnb|Grendler|2005|loc=[https://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/education-europe Lead Section, § From the Renaissance to the Enlightenment]}} }}</ref> European colonization affected education in the Americas through Christian missionary initiatives.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=81–83}} | {{harvnb|Lightman|2019|p=[https://books.google.com/books?id=yQj9CgAAQBAJ&pg=PA316 316]}} }}</ref> In China, the state educational system was further expanded and focused more on the teachings of neo-Confucianism.<ref>{{multiref | {{harvnb|Johnson|Stearns|2023|pp=116–117}} | {{harvnb|Elman|2016|loc=[https://www.oxfordreference.com/display/10.1093/acref/9780190622671.001.0001/acref-9780190622671-e-116 Civil Service Examinations]}} }}</ref> In the Islamic world, the outreach of formal education increased and remained under the influence of religion.<ref>{{harvnb|Johnson|Stearns|2023|pp=116–117}}</ref> A key development in the early modern period was the invention and popularization of the printing press in the middle of the 15th century, which had a profound impact on general education. It significantly reduced the cost of producing books, which were hand-written before, and thereby augmented the dissemination of written documents, including new forms like newspapers and pamphlets. The increased availability of written media had a major influence on the general literacy of the population.<ref>{{multiref |1={{harvnb|Ornstein|Levine|Gutek|Vocke|2016|p=[https://books.google.com/books?id=-nIcCgAAQBAJ&pg=PA78 78]}} |2={{harvnb|Danesi|2013|pp=[https://books.google.com/books?id=GZOBAAAAQBAJ 169–170]}} |3={{harvnb|Poe|2011|pp=104–105, 112}} |4={{harvnb|Sampath|1981|p=[https://books.google.com/books?id=NfhwWGPoV3sC&pg=PA30 30]}} }}</ref>
These changes prepared the rise of public education in the 18th and 19th centuries. This period saw the establishment of publicly funded schools with the aim of providing education for all.{{efn|For example, the world's first ministry of education was founded in 1773.<ref name="ND">{{cite book|author=Norman Davies|title=God's Playground: 1795 to the present|url=https://archive.org/details/godsplaygroundhi00norm_0 |url-access=registration|access-date=17 March 2013|date=28 February 2005|publisher=Columbia University Press|isbn=978-0-231-12819-3|page=[https://archive.org/details/godsplaygroundhi00norm_0/page/167 167]}}</ref><ref name="TT">{{cite book|author1=Ted Tapper|author2=David Palfreyman|title=Understanding Mass Higher Education: Comparative Perspectives On Access|url=https://books.google.com/books?id=riv0UCM90AMC&pg=RA2-PA140|access-date=17 March 2013|year=2005|publisher=RoutledgeFalmer|isbn=978-0-415-35491-2|page=140}}</ref>}} This contrasts with earlier periods when formal education was primarily provided by private schools, religious institutions, and individual tutors.<ref>{{multiref |1={{harvnb|Scott|Vare|2020|pp=[https://books.google.com/books?id=k1YAEAAAQBAJ&pg=PT54 54–56]}} |2={{harvnb|Schuknecht|2020|pp=[https://books.google.com/books?id=TvwAEAAAQBAJ&pg=PA40 40–41]}} |3={{harvnb|Bowen|Gelpi|Anweiler|2023|loc=Western Education in the 19th Century}} |4={{harvnb|Gross|2018|pp=[https://books.google.com/books?id=uflADwAAQBAJ&pg=PA1 1–3, 9–11]}} |5={{harvnb|Archer|2013|p=[https://books.google.com/books?id=jZxtAAAAQBAJ&pg=PA326 326]}} }}</ref> Aztec civilization was an exception in this regard since formal education was mandatory for the youth regardless of social class as early as the 14th century.<ref>{{multiref |1={{harvnb|Reagan|2005|p=[https://books.google.com/books?id=bCGRAgAAQBAJ&pg=PA108 108]}} |2={{harvnb|Murphy|2014|p=[https://books.google.com/books?id=aX9hDwAAQBAJ&pg=PA80 80]}} |3={{harvnb|Kte'pi|2013|p=[https://books.google.com/books?id=Yub3CwAAQBAJ&pg=PT63 63]}} }}</ref> Closely related changes were to make education compulsory and free of charge for all children up to a certain age.<ref>{{multiref |1={{harvnb|Beatty|2019|pp=[https://books.google.com/books?id=Mc-aDwAAQBAJ&pg=PA436 436–437]}} |2={{harvnb|Beiter|2005|pp=[https://books.google.com/books?id=nE-wCQAAQBAJ&pg=PA609 609–610]}} |3={{harvnb|Beiter|2005|pp=[https://books.google.com/books?id=nE-wCQAAQBAJ&pg=PA95 95–97]}} }}</ref>
=== Contemporary era === Initiatives to promote public education and universal access to education made significant progress in the 20th and the 21st centuries and were promoted by intergovernmental organizations like the UN. Examples include the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the Education for All initiative, the Millennium Development Goals, and the Sustainable Development Goals.<ref>{{multiref |1={{harvnb|Urata|Kuroda|Tonegawa|2022|pp=40–41}} |2={{harvnb|Warren|2009|p=2}} |3={{harvnb|United Nations}} |4={{harvnb|Shelley|2022|p=[https://books.google.com/books?id=gErEEAAAQBAJ&pg=PA2 2]}} |5={{harvnb|Warren|Waltham|2009|p=42}} }}</ref> These efforts resulted in a steady rise of all forms of education but affected primary education in particular. In 1970, 28% of all primary-school-age children worldwide did not attend school; by 2015, this number dropped to 9%.<ref>{{harvnb|Roser|Ortiz-Ospina|2013}}</ref>
The establishment of public education was accompanied by the introduction of standardized curricula for public schools as well as standardized tests to assess the student's progress. Contemporary examples include the Test of English as a Foreign Language, which is a globally used test to assess English language proficiency of non-native English speakers, and the Programme for International Student Assessment, which evaluates education systems worldwide based on how 15-year-old students perform in the fields of reading, mathematics, and science. Similar changes also affected teachers by setting in place institutions and norms to guide and oversee teacher training, like certification requirements for teaching at public schools.<ref>{{multiref | {{harvnb|Bartlett|Burton|2007|pp=74–7, 81–5}} | {{harvnb|Murphy|Mufti|Kassem|2009|p=7}} | {{harvnb|Neem|2017|p=[https://books.google.com/books?id=WZ47DwAAQBAJ&pg=PA213 213]}} | {{harvnb|Spring|2018|p=[https://books.google.com/books?id=hRBqDwAAQBAJ&pg=PT107 107]}} | {{harvnb|Pizmony-Levy|2017|p=[https://books.google.com/books?id=8_nNDgAAQBAJ&pg=PA126 126]}} }}</ref>
Emerging educational technologies have shaped contemporary education. The widespread availability of computers and the internet dramatically increased access to educational resources and made new types of education possible, such as online education. This was of particular relevance during the COVID-19 pandemic when schools globally closed for extended periods and many offered remote learning through video conferencing or pre-recorded video lessons to continue instruction.<ref>{{multiref |1={{harvnb|Tosto|Alyahya|Espinoza|McCarthy|2023|pp=1–2}} |2={{harvnb|Haleem|Javaid|Qadri|Suman|2022|pp=275–277}} |3={{harvnb|Williams|Mehlinger|Powers|Baldwin|2003a|loc=[https://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/educational-technology Educational Technology]}} |4={{harvnb|UN|2020|pp=[https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf 2–3]}} |5={{harvnb|Sampath|1981|p=[https://books.google.com/books?id=NfhwWGPoV3sC&pg=PA30 30]}} }}</ref> Contemporary education is also shaped by the increased globalization and internationalization of education.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2003|pp=239–241, 245–246}} |2={{harvnb|Ge (Rochelle) (葛贇)|2022|pp=229–231}} }}</ref>
==See also== {{div col|colwidth=30em}} * {{annotated link|Board of education}} * {{annotated link|Career and technical education}} * Computational skill building – Introducing students to a variety of software applications and open-source tools * {{annotated link|Criticism of schooling}} * {{annotated link|Glossary of education terms}} * {{annotated link|Grade inflation}} * {{annotated link|Index of education articles}} * {{annotated link|List of countries by spending on education as percentage of GDP}} * {{annotated link|List of education articles by country}} * Lists of academic journals * Lists of books * {{annotated link|Outline of education}} * Skill building – Skill sharing, and upskilling. {{div col end}}
==References== ===Notes=== {{notelist|30em}}
===Citations=== {{reflist|30em}}
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|url=https://www.economist.com/graphic-detail/2018/04/24/a-study-finds-nearly-half-of-jobs-are-vulnerable-to-automation |access-date=6 May 2021 |newspaper=The Economist |date=2018 |author=The economist data team |archive-date=30 July 2022 |archive-url=https://web.archive.org/web/20220730081142/https://www.economist.com/graphic-detail/2018/04/24/a-study-finds-nearly-half-of-jobs-are-vulnerable-to-automation |url-status=live }} * {{cite web |author=((The Editors of Encyclopaedia Britannica)) |title=Alternative Education |url=https://www.britannica.com/topic/alternative-education |website=Encyclopedia Britannica |access-date=7 May 2023 |language=en |date=2023 |archive-date=23 April 2019 |archive-url=https://web.archive.org/web/20190423055917/https://www.britannica.com/topic/alternative-education |url-status=live }} * {{cite web |title=Herbartianism |url=https://www.britannica.com/topic/Herbartianism |website=Encyclopedia Britannica |access-date=20 August 2022 |language=en |author=((The 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|first1=Samantha A. |last2=Alyahya |first2=Jehad |last3=Espinoza |first3=Victoria |last4=McCarthy |first4=Kylie |last5=Tcherni-Buzzeo |first5=Maria |title=Online learning in the wake of the COVID-19 pandemic: Mixed methods analysis of student views by demographic group |journal=Social Sciences & Humanities Open |date=2023 |volume=8 |issue=1 |article-number=100598 |doi=10.1016/j.ssaho.2023.100598 |doi-access=free |pmid=37366390 |pmc=10284669 }} * {{cite book |last1=Traxler |first1=John |last2=Crompton |first2=Helen |title=Critical Mobile Pedagogy: Cases of Digital Technologies and Learners at the Margins |date=26 November 2020 |publisher=Routledge |isbn=978-0-429-53716-5 |url=https://books.google.com/books?id=JUsIEAAAQBAJ |language=en |access-date=6 December 2023 }}{{cbignore}} * {{cite journal |last1=Tudor |first1=Sofia Loredana |title=Formal – Non-formal – Informal in Education |journal=Procedia – Social and Behavioral Sciences |date=2013 |volume=76 |pages=821–826 |doi=10.1016/j.sbspro.2013.04.213 |doi-access=free }} * {{cite book |last1=Tukdeo |first1=Shivali |title=India Goes to School: Education Policy and Cultural Politics |date=17 November 2019 |publisher=Springer Nature India |isbn=978-81-322-3957-4 |url=https://books.google.com/books?id=Ysy-DwAAQBAJ |language=en |access-date=21 December 2023 }}{{cbignore}} * {{cite journal | vauthors=Tyner et al. | title=Investigating the replicability of the social and behavioural sciences | journal=Nature | publisher=Springer Science and Business Media LLC | volume=652 | issue=8108 | date=2026-04-01 | issn=0028-0836 | doi=10.1038/s41586-025-10078-y | pages=143–150 |ref=Tyner et al.}} * {{cite web |author=UN |url=https://www.un.org/en/observances/international-years |title=International Years |publisher=United Nations |access-date=9 February 2023 |date=2023 |archive-date=11 February 2023 |archive-url=https://web.archive.org/web/20230211165229/https://www.un.org/en/observances/international-years |url-status=live }} * {{cite web |author=UN |url=https://www.un.org/en/observances/list-days-weeks |title=List of International Days and Weeks |publisher=United Nations |access-date=9 February 2023 |date=2023a |archive-date=17 June 2021 |archive-url=https://web.archive.org/web/20210617013027/https://www.un.org/en/observances/list-days-weeks |url-status=live }} * {{cite web |url=https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf |title=Policy Brief: Education During COVID-19 and Beyond |publisher=United Nations |date=2020 |access-date=11 December 2020 |author=UN |archive-date=30 July 2022 |archive-url=https://web.archive.org/web/20220730081221/https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf |url-status=live }} * {{cite web |author=UNESCO |date=2012 |title=International Standard Classification of Education ISCED 2011 |url=https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf |url-status=live |archive-url=https://web.archive.org/web/20170106011231/https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf |archive-date=6 January 2017 |website=uis.unesco.org }} * {{cite web |author=UNESCO |title=Convention Against Discrimination in Education |url=https://www.unesco.org/en/right-education/convention-against-discrimination |website=UNESCO |language=en |access-date=30 April 2023 |archive-date=12 April 2023 |archive-url=https://web.archive.org/web/20230412191750/https://www.unesco.org/en/right-education/convention-against-discrimination |url-status=live }} * {{cite book |title=Guidelines To Strengthen the Right to Education in National Frameworks |date=2021 |publisher=UNESCO Publishing |isbn=978-92-3-100428-5 |url=https://books.google.com/books?id=Dv4bEAAAQBAJ |language=en |author=UNESCO |access-date=30 April 2023 }}{{cbignore}} * {{cite web |url=https://en.unesco.org/themes/education/sdgs/material/04 |archive-url=https://web.archive.org/web/20220121083949/https://en.unesco.org/themes/education/sdgs/material/04 |title=UNESCO SDG Resources for Educators – Quality Education |website=en.unesco.org |date=2018 |publisher=UNESCO |access-date=21 January 2022 |archive-date=21 January 2022 |author=UNESCO }} * {{cite book |url=http://unesdoc.unesco.org/images/0024/002447/244756e.pdf |title=Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation and Gender Identity/Expression |publisher=Paris: UNESCO |year=2016 |isbn=978-92-3-100150-5 |access-date=8 May 2017 |author=UNESCO |archive-date=16 August 2018 |archive-url=https://web.archive.org/web/20180816073216/http://unesdoc.unesco.org/images/0024/002447/244756e.pdf |url-status=live }} * {{cite web |author=United Nations |title=Education for All |url=https://www.un.org/en/academic-impact/education-all |website=United Nations website |access-date=1 May 2023 |language=en |archive-date=19 February 2023 |archive-url=https://web.archive.org/web/20230219121526/https://www.un.org/en/academic-impact/education-all |url-status=live }} * {{cite book |last1=Urata |first1=Shūjirō |last2=Kuroda |first2=Kazuo |last3=Tonegawa |first3=Yoshiko |title=Sustainable Development Disciplines for Humanity: Breaking Down the 5Ps—People, Planet, Prosperity, Peace, and Partnerships |date=2022 |publisher=Springer Nature Singapore |isbn=978-981-19-4859-6 |url=https://books.google.com/books?id=UdSgEAAAQBAJ |language=en |access-date=3 May 2023 }}{{cbignore}} * {{cite journal |last1=Van Hiel |first1=Alain |last2=Van Assche |first2=Jasper |last3=De Cremer |first3=David |last4=Onraet |first4=Emma |last5=Bostyn |first5=Dries |last6=Haesevoets |first6=Tessa |last7=Roets |first7=Arne |title=Can Education Change the World? Education Amplifies Differences in Liberalization Values and Innovation Between Developed and Developing Countries |journal=PLOS One |date=2018 |volume=13 |issue=6 |article-number=e0199560 |doi=10.1371/journal.pone.0199560 |pmid=29928058 |pmc=6013109 |bibcode=2018PLoSO..1399560V |doi-access=free }} * {{cite journal |last1=Verbree |first1=Anne-Roos |last2=Maas |first2=Lientje |last3=Hornstra |first3=Lisette |last4=Wijngaards-de Meij |first4=Leoniek |title=Personality Predicts Academic Achievement in Higher Education: Differences by Academic Field of Study? |journal=Learning and Individual Differences |date=2021 |volume=92 |article-number=102081 |doi=10.1016/j.lindif.2021.102081 |s2cid=239399549 |doi-access=free }} * {{cite book |last1=Vico |first1=Giambattista |title=New Science |date=1999 |publisher=Penguin UK |isbn=978-0-14-190769-7 |url=https://books.google.com/books?id=FxiJufNjEmwC |language=en |access-date=30 October 2023 }}{{cbignore}} * {{cite book |last1=Wagner |first1=Michael |last2=Deindl |first2=Philipp |last3=Schmölzer |first3=Georg |title=Future Medical Education in Pediatrics and Neonatology |date=2023 |publisher=Frontiers Media SA |isbn=978-2-8325-1317-0 |url=https://books.google.com/books?id=DzCxEAAAQBAJ |language=en |access-date=9 May 2023 }}{{cbignore}} * {{cite book |last1=Waks |first1=Leonard J. |title=Contemporary Technologies in Education |chapter=Massive Open Online Courses and the Future of Higher Education |date=2019 |pages=183–213 |doi=10.1007/978-3-319-89680-9_10 |chapter-url= |publisher=Springer International Publishing |isbn=978-3-319-89679-3 |s2cid=169763293 |language=en }} * {{cite book |last1=Waller |first1=Richard |chapter=The Sociology of Education |editor1-last=Dufour |editor1-first=Barry |editor2-last=Will |editor2-first=Curtis |title=Studying Education: An Introduction to the Key Disciplines in Education Studies |date=2011 |publisher=Open University Press |isbn=978-0-335-24107-1 }} * {{cite book |last1=Walton |first1=Linda |chapter=Educational Institutions |editor-last1=Kedar |editor-first1=Benjamin Z. |editor-last2=Wiesner-Hanks |editor-first2=Merry E. |title=The Cambridge World History: Volume 5, Expanding Webs of Exchange and Conflict, 500CE–1500CE |date=9 April 2015 |publisher=Cambridge University Press |isbn=978-1-316-29775-9 |url=https://books.google.com/books?id=Jv9tCAAAQBAJ |language=en |access-date=10 December 2023 }}{{cbignore}} * {{cite book |last1=Ward |first1=Stephen |chapter=Introduction |editor-last1=Ward |editor-first1=Stephen |title=Education Studies: A Student's Guide |date=2004 |publisher=Routledge |isbn=978-1-134-35767-3 |url=https://books.google.com/books?id=CTIdhx-3YPcC |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite book |last1=Warren |first1=Sue |chapter=Introduction to Education as a Field of Study |editor-last1=Warren |editor-first1=Sue |title=An Introduction to Education Studies: The Student Guide to Themes and Contexts |date=2009 |publisher=Bloomsbury Academic |isbn=978-0-8264-9920-2 |url=https://books.google.com/books?id=AsclGQAACAAJ |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite book |last1=Warren |first1=Sue |last2=Waltham |first2=Susan |chapter=Ethics for Educators |editor-last1=Warren |editor-first1=Sue |title=An Introduction to Education Studies: The Student Guide to Themes and Contexts |date=2009 |publisher=Bloomsbury Academic |isbn=978-0-8264-9920-2 |url=https://books.google.com/books?id=AsclGQAACAAJ |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite book |last1=Watkins |first1=Chris |last2=Mortimore |first2=Peter |title=Understanding Pedagogy and Its Impact on Learning |date=1999 |url=https://sk.sagepub.com/books/understanding-pedagogy-and-its-impact-on-learning/n1.xml |publisher=Sage |chapter=1: Pedagogy: What Do We Know? |doi=10.4135/9781446219454 |isbn=978-1-85396-453-4 |access-date=22 August 2022 |archive-date=12 July 2022 |archive-url=https://web.archive.org/web/20220712120304/https://sk.sagepub.com/books/understanding-pedagogy-and-its-impact-on-learning/n1.xml |url-status=live }} * {{cite journal |last1=Watson |first1=Lani |title=The Epistemology of Education |journal=Philosophy Compass |date=2016 |volume=11 |issue=3 |pages=146–159 |doi=10.1111/phc3.12316 |url= |issn=1747-9991 }} * {{cite book |last1=Webb-Mitchell |first1=Brett |title=Christly Gestures: Learning to be Members of the Body of Christ |date=2003 |publisher=William B. Eerdmans Publishing Company |isbn=978-0-8028-4937-3 |url=https://books.google.com/books?id=JeNXdeqyZ-MC |language=en |access-date=6 December 2023 }}{{cbignore}} * {{cite book |last1=Weiner |first1=Bernard |editor1-last=Kazdin |editor1-first=Alan E. |title=Encyclopedia of Psychology Volume 5 |date=2000 |publisher=American Psychological Association |isbn=978-1-55798-187-5 |url=https://www.apa.org/pubs/books/4600100 |chapter=Motivation: An Overview |access-date=30 April 2023 |archive-date=13 May 2021 |archive-url=https://web.archive.org/web/20210513123009/https://www.apa.org/pubs/books/4600100 |url-status=live }} * {{cite book |last1=Williams |first1=Susan M. |last2=Mehlinger |first2=Howard D. |last3=Powers |first3=Susan M. |last4=Baldwin |first4=Roger G. |editor1-last=Guthrie |editor1-first=James W. |title=Encyclopedia of Education |publisher=Macmillan Reference USA |isbn=978-0-02-865594-9 |url=https://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/educational-technology |chapter=Technology in Education |language=en |date=2003a |access-date=30 April 2023 |archive-date=1 May 2023 |archive-url=https://web.archive.org/web/20230501034921/https://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/educational-technology |url-status=live }} * {{cite journal |last1=Willingham |first1=Daniel T. |last2=Hughes |first2=Elizabeth M. |last3=Dobolyi |first3=David G. |title=The Scientific Status of Learning Styles Theories |journal=Teaching of Psychology |date=2015 |volume=42 |issue=3 |pages=266–271 |doi=10.1177/0098628315589505 |s2cid=146126992 }} * {{cite journal |last1=Wilson |first1=John |title=The Concept of Education Revisited |journal=Journal of Philosophy of Education |date=2003 |volume=37 |issue=1 |pages=101–108 |doi=10.1111/1467-9752.3701007 |url= |language=en |issn=0309-8249 }} * {{cite book |last1=Winters |first1=Marcus A. |title=Teachers Matter: Rethinking How Public Schools Identify, Reward, and Retain Great Educators |date=2012 |publisher=Rowman & Littlefield |isbn=978-1-4422-1077-6 |url=https://books.google.com/books?id=zwxT1OKJ6zMC |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite journal |last1=Xu |first1=Duoduo |last2=Wu |first2=Xiaogang |title=Separate and unequal: hukou, school segregation, and educational inequality in urban China |journal=Chinese Sociological Review |date=20 October 2022 |volume=54 |issue=5 |pages=433–457 |doi=10.1080/21620555.2021.2019007 |s2cid=254045383 }} * {{cite book |last1=Yamada |first1=Shoko |title=Post-Education-for-All and Sustainable Development Paradigm: Structural Changes With Diversifying Actors and Norms |date=2016 |publisher=Emerald Group Publishing |isbn=978-1-78441-270-8 |url=https://books.google.com/books?id=HeChDAAAQBAJ |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite book |last1=Yeravdekar |first1=Vidya Rajiv |last2=Tiwari |first2=Gauri |title=Internationalization of Higher Education in India |date=2016 |publisher=Sage India |isbn=978-93-86042-13-2 |url=https://books.google.com/books?id=ZitwDQAAQBAJ |language=en |access-date=30 April 2023 }}{{cbignore}} * {{cite book |last1=Young |first1=Spencer E. |chapter=Education in Medieval Europe |editor-last1=Rury |editor-first1=John L. |editor-last2=Tamura |editor-first2=Eileen H. |title=The Oxford Handbook of the History of Education |date=2019 |publisher=Oxford University Press |isbn=978-0-19-934003-3 |chapter-url=https://books.google.com/books?id=Mc-aDwAAQBAJ&pg=PA110 |language=en |access-date=3 May 2023 }}{{cbignore}} * {{cite journal |first1=Olaf |last1=Zawacki-Richter |first2=Dianne |last2=Conrad |first3=Aras |last3=Bozkurt |first4=Cengiz Hakan |last4=Aydin |first5=Svenja |last5=Bedenlier |first6=Insung |last6=Jung |first7=Joachim |last7=Stöter |first8=George |last8=Veletsianos |first9=Lisa Marie |last9=Blaschke |first10=Melissa |last10=Bond |first11=Andrea |last11=Broens |first12=Elisa |last12=Bruhn |first13=Carina |last13=Dolch |first14=Marco |last14=Kalz |first15=Michael |last15=Kerres |first16=Yasar |last16=Kondakci |first17=Victoria |last17=Marin |first18=Kerstin |last18=Mayrberger |first19=Wolfgang |last19=Müskens |first20=Som |last20=Naidu |first21=Adnan |last21=Qayyum |first22=Jennifer |last22=Roberts |first23=Albert |last23=Sangrà |first24=Frank Senyo |last24=Loglo |first25=Patricia J. |last25=Slagter van Tryon |first26=Junhong |last26=Xiao |title=Elements of Open Education: An Invitation to Future Research |journal=The International Review of Research in Open and Distributed Learning |date=2020 |volume=21 |issue=3 |doi=10.19173/irrodl.v21i3.4659 |s2cid=226018305 |doi-access=free |hdl=11511/54051 |hdl-access=free }} {{refend}}
==External links== {{Library resources box |by=no |onlinebooks=no |others=no |about=yes |label=Education}} * [https://www.oecd.org/education/ Education – OECD] * [https://www.unesco.org/en/education Education – UNESCO] * [https://www.worldbank.org/en/topic/education Education – World Bank]
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Category:Education Category:Main topic articles