Education

Education in its general sense is a form of learning in which the knowledge, skills, and habits of
a group of people are transferred from one generation to the next through teaching, training,
or research. Education frequently takes place under the guidance of others, but may also
be autodidactic.
[1]
Any experience that has a formative effect on the way one thinks, feels, or
acts may be considered educational. Education is commonly divided into stages such
as preschool, primary school, secondary school and then college, university orapprenticeship.
A right to education has been recognized by some governments. At the global level, Article 13
of the United Nations' 1966 International Covenant on Economic, Social and Cultural
Rights recognizes the right of everyone to an education.
[2]
Although education is compulsory in
most places up to a certain age, attendance at school often isn't, and a minority of parents
choose home-schooling, e-learning or similar for their children.
Etymology
Etymologically, the word "education" is derived from the Latin ducti ("A breeding, a
bringing up, a rearing") from dc ("I educate, I train") which is related to
the homonym dc ("I lead forth, I take out; I raise up, I erect") from - ("from, out of")
and dc ("I lead, I conduct").
[3]

Education can take place in formal or informal educational settings.
History


Education began in the earliest prehistory, as adults trained the young of their society in the
knowledge and skills they would need to master and eventually pass on. In pre-literate
societies this was achieved orally and through imitation. Story-telling continued from one
generation to the next. As cultures began to extend their knowledge beyond skills that could
be readily learned through imitation, formal education developed. Schools existed in Egypt at
the time of the Middle Kingdom


Plato founded the Academy in Athens, the first institution of higher learning in Europe.
[5]
The
city of Alexandria in Egypt, founded in 330 BCE, became the successor to Athens as the
intellectual cradle of Ancient Greece. There mathematician Euclid and anatomist Herophilus;
constructed the great Library of Alexandria and translated the Hebrew Bible into Greek.
European civilizations suffered a collapse of literacy and organization following the fall of
Rome in AD 476.
[6]

In China, Confucius (551-479 BCE), of the State of Lu, was China's most influential ancient
philosopher, whose educational outlook continues to influence the societies of China and
neighbours like Korea, Japan and Vietnam. He gathered disciples and searched in vain for a
ruler who would adopt his ideals for good governance, but his Analects were written down by
followers and have continued to influence education in East Asia into the modern era.
[citation
needed]

After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in
Western Europe. The church established cathedral schools in the Early Middle Ages as centers
of advanced education. Some of these ultimately evolved into medieval universities and
forebears of many of Europe's modern universities.
[6]
During the High Middle Ages, Chartres
Cathedraloperated the famous and influential Chartres Cathedral School. The medieval
universities of Western Christendom were well-integrated across all of Western Europe,
encouraged freedom of enquiry and produced a great variety of fine scholars and natural
philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of
the University of Oxford, an early expositor of a systematic method of scientific
experimentation;
[7]
and Saint Albert the Great, a pioneer of biological field
research.
[8]
The University of Bologne is considered the oldest continually operating university.
Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the
Islamic caliphate established across the Middle East, extending from the Iberian Peninsula in
the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and
appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes
Gutenberg developed a printing press, which allowed works of literature to spread more
quickly. The European Age of Empires saw European ideas of education in philosophy, religion,
arts and sciences spread out across the globe. Missionaries and scholars also brought back new
ideas from other civilisations as with the Jesuit China missions who played a significant role
in the transmission of knowledge, science, and culture between China and Europe, translating
works from Europe like Euclid's Elements for Chinese scholars and the thoughts
ofConfucius for European audiences. The Enlightenment saw the emergence of a more secular
educational outlook in Europe.
In most countries today, education is compulsory for all children up to a certain age. Due to
this the proliferation of compulsory education, combined with population growth, UNESCO has
calculated that in the next 30 years more people will receive formal education than in all of
human history thus far.
[9]

Formal education
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum,
which itself is established according to a predetermined purpose of the schools in the system.
School systems are sometimes also based on religions, giving them different curricula.
Preschool

Preschools provide education up to the age of between 4 and 8 when children enter primary
education. Also known as nursery schools and askindergarten, except in the USA, where
kindergarten is a term used for primary education.
Preschool education is important because it can give a child the edge in a competitive world
and education climate. While children who do not receive the fundamentals during their
preschool years will be taught the alphabet, counting, shapes and colors and designs when
they begin their formal education they will be behind the children who already possess
that knowledge. The true purpose behind kindergarten is "to provide a child-centered,
preschool curriculum for three to seven year old children that aimed at unfolding the child's
physical, intellectual, and moral nature with balanced emphasis on each of them."
This period of education is very important in the formative years of the child. Teachers with
special skills and training are needed at this time to nurture the children to develop their
potentials




Primary

Primary (or elementary) education consists of the first 57 years of formal, structured
education. In general, primary education consists of six or eight years of schooling starting at
the age of five or six, although this varies between, and sometimes within, countries. Globally,
around 89% of primary-age children are enrolled in primary education, and this proportion is
rising.
[11]
Under the Education For Allprograms driven by UNESCO, most countries have
committed to achieving universal enrollment in primary education by 2015, and in many
countries, it is compulsory for children to receive primary education. The division between
primary and secondary education is somewhat arbitrary, but it generally occurs at about
eleven or twelve years of age. Some education systems have separate middle schools, with the
transition to the final stage of secondary education taking place at around the age of fourteen.
Schools that provide primary education, are mostly referred to as primary schools. Primary
schools in these countries are often subdivided into infant schools and junior school.
In India, compulsory education spans over twelve years, out of which children receive
elementary education for 8 years. Elementary schooling consists of five years of primary
schooling and 3 years of upper primary schooling. Various states in the republic of India
provide 12 years of compulsory school education based on a national curriculum framework
designed by the National Council of Educational Research and Training.
Secondary

In most contemporary educational systems of the world, secondary education comprises the
formal education that occurs duringadolescence. It is characterized by transition from the
typically compulsory, comprehensive primary education for minors, to the optional,
selective tertiary, "post-secondary", or "higher" education (e.g. university, vocational school)
for adults. Depending on the system, schools for this period, or a part of it, may be called
secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational
schools. The exact meaning of any of these terms varies from one system to another. The exact
boundary between primary and secondary education also varies from country to country and
even within them, but is generally around the seventh to the tenth year of schooling.
Secondary education occurs mainly during the teenage years. In the United States, Canada
and Australia primary and secondary education together are sometimes referred to as K-
12 education, and in New Zealand Year 113 is used. The purpose of secondary education can
be to give common knowledge, to prepare for higher education or to train directly in
a profession.
The emergence of secondary education in the United States did not happen until 1910, caused
by the rise in big businesses and technological advances in factories (for instance, the
emergence of electrification), that required skilled workers. In order to meet this new job
demand, high schools were created, with a curriculum focused on practical job skills that
would better prepare students for white collar or skilled blue collar work. This proved to be
beneficial for both employers and employees, for the improvement in human capital caused
employees to become more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than employees with just primary educational attainment.
In Europe, grammar schools or academies date from as early as the 16th century, in the form
of public schools, fee-paying schools, or charitable educational foundations, which themselves
have an even longer history.
Community colleges offer nonresidential junior college offering courses to people living in a
particular area.


Tertiary (higher)

Higher education, also called tertiary, third stage, or post secondary education, is the non-
compulsory educational level that follows the completion of a school providing a secondary
education, such as a high school or secondary school. Tertiary education is normally taken to
include undergraduate and postgraduate education, as well as vocational education and
training. Colleges and universities are the main institutions that provide tertiary education.
Collectively, these are sometimes known as tertiary institutions. Tertiary education generally
results in the receipt of certificates, diplomas, or academic degrees.
Higher education generally involves work towards a degree-level or foundation
degree qualification. In most developed countries a high proportion of the population (up to
50%) now enter higher education at some time in their lives. Higher education is therefore
very important to national economies, both as a significant industry in its own right, and as a
source of trained and educated personnel for the rest of the economy.
University education includes teaching, research, and social services activities, and it includes
both the undergraduate level (sometimes referred to as tertiary education) and
thegraduate (or postgraduate) level (sometimes referred to as graduate school). Universities
are generally composed of several colleges. In the United States, universities can be private
and independent like Yale University; public and state-governed like the Pennsylvania State
System of Higher Education; or independent but state-funded like theUniversity of Virginia. A
number of career specific courses are now available to students through the Internet.
A liberal arts institution can be defined as a "college or university curriculum aimed at
imparting broad general knowledge and developing general intellectual capacities, in contrast
to a professional, vocational, or technical curriculum."
[12]
Although what is known today as the
liberal arts college began in Europe,
[13]
the term is more commonly associated with universities
in the United States.
[citation needed]

Vocational

Vocational education is a form of education focused on direct and practical training for a
specific trade or craft. Vocational education may come in the form of
an apprenticeship or internship as well as institutions teaching courses such
as carpentry, agriculture, engineering,medicine, architecture and the arts.
Special
In the past, those who were disabled were often not eligible for public education. Children
with disabilities were often educated by physicians or special tutors. These early physicians
(people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today.
They focused on individualized instruction and functional skills. Special education was only
provided to people with severe disabilities in its early years, but more recently it has been
opened to anyone who has experienced difficulty learning.
Other educational forms
Alternative
While considered "alternative" today, most alternative systems have existed since ancient
times. After the public school system was widely developed beginning in the 19th century,
some parents found reasons to be discontented with the new system. Alternative
education developed in part as a reaction to perceived limitations and failings oftraditional
education. A broad range of educational approaches emerged, including alternative
schools, self learning, homeschooling and unschooling. Example alternative
schoolsinclude Montessori schools, Waldorf schools (or Steiner schools), Friends
schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley
School,Krishnamurti schools, and open classroom schools.
To a greater or lesser degree, ideas from these experiments and challenges to the system may
in time be adopted by the mainstream, as to a large degree has happened withkindergarten,
an experimental approach to early childhood education developed by Friedrich Frbel in 19th
century Germany. Other influential writers and thinkers have included
the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos
Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders ofprogressive
education, John Dewey and Francis Parker; and educational pioneers such as Maria
Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul
Goodman, Frederick Mayer, George Dennison and Ivan Illich.
Indigenous
Indigenous education refers to the inclusion of indigenous knowledge, models, methods and
content within formal and non-formal educational systems. Often in a post-colonial context,
the growing recognition and use of indigenous education methods can be a response to the
erosion and loss of indigenous knowledge and language through the processes of colonialism.
Furthermore, it can enable indigenous communities to "reclaim and revalue their languages
and cultures, and in so doing, improve the educational success of indigenous students."
Informal learning
Informal learning is one of three forms of learning defined by the Organisation for Economic
Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as
at home, work, and through daily interactions and shared relationships among members of
society. For many learners this includes language acquisition, cultural norms and manners.
Informal learning for young people is an ongoing process that also occurs in a variety of places,
such as out of school time, in youth programs at community centers and media labs.
Informal learning usually takes place outside educational establishments, does not follow a
specified curriculum and may originate accidentally, sporadically, in association with certain
occasions, from changing practical requirements. It is not necessarily planned to
be pedagogically conscious, systematic and according to subjects, but rather unconsciously
incidental, holistically problem-related, and related to situation management and fitness
for life. It is experienced directly in its "natural" function of everyday life and is often
spontaneous.
The concept of 'education through recreation' was applied to childhood development in the
19th century.
[16]
In the early 20th century, the concept was broadened to include young adults
but the emphasis was on physical activities.
[17]
L.P. Jacks, also an early proponent of lifelong
learning, described education through recreation: "A master in the art of living draws no sharp
distinction between his work and his play, his labour and his leisure, his mind and his body, his
education and his recreation. He hardly knows which is which. He simply pursues his vision of
excellence through whatever he is doing and leaves others to determine whether he is working
or playing. To himself he always seems to be doing both. Enough for him that he does it
well."
[18]
Education through recreation is the opportunity to learn in a seamless fashion
through all of life's activities.
[19]
The concept has been revived by the University of Western
Ontario to teach anatomy to medical students.
[19]

Self-directed learning
Autodidacticism (also autodidactism) is a contemplative, absorbing process, of "learning on
your own" or "by yourself", or as a self-teacher. Some autodidacts spend a great deal of time
reviewing the resources of libraries and educational websites. One may become an autodidact
at nearly any point in one's life. While some may have been informed in a conventional
manner in a particular field, they may choose to inform themselves in other, often unrelated
areas. Notable autodidacts include Abraham Lincoln (U.S. president),Srinivasa
Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles
Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard
Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da
Vinci (engineer, scientist, mathematician).
Open education and e-learning
In 2012, e-learning had grown at 14 times the rate of traditional learning. Open education is
fast growing to become the dominant form of education, for many reasons such as its
efficiency and results compared to traditional methods.
[21]
Cost of education has been an issue
throughout history, and a major political issue in most countries today. Open education is
generally significantly cheaper than traditional campus based learning and in many cases even
free. Many large university institutions are now starting to offer free or almost free full courses
such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open
education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U.
Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn
since the printing press.
[22]
Many people despite favorable studies on effectiveness may still
desire to choose traditional campus education for social and cultural reasons.
[23]

The conventional merit-system degree is currently not as common in open education as it is in
campus universities, although some open universities do already offer conventional degrees
such as the Open University in the United Kingdom. Presently, many of the major open
education sources offer their own form of certificate. Due to the popularity of open education,
these new kind of academic certificates are gaining more respect and equal "academic value"
to traditional degrees.
[24]
Many open universities are working to have the ability to offer
students standardized testing and traditional degrees and credentials.
[citation needed]

There has been a culture forming around distance learning for people who are looking to enjoy
the shared social aspects that many people value in traditional on-campus education, which is
not often directly offered from open education.
[citation needed]
Examples of this are people in open
education forming study groups, meetups and movements such as UnCollege.
Development goals



Russia has more academic graduates than any other country inEurope.
Since 1909, the ratio of children in the developing world going to school has increased. Before
then, a small minority of boys attended school. By the start of the 21st century, the majority of
all children in most regions of the world attended school. There are 73 million children,
[clarification
needed]
mostly female children in poor families, who did not start elementary school. There are
more than 200 million children, mostly females from poor families, who did not go to
secondary school.
[25]
Universal Primary Education is one of the eight international Millennium
Development Goals, towards which progress has been made in the past decade, though
barriers still remain.
[26]
Securing charitable funding from prospective donors is one particularly
persistent problem. Researchers at the Overseas Development Institute have indicated that
the main obstacles to receiving more funding for education include conflicting donor priorities,
an immature aid architecture, and a lack of evidence and advocacy for the
issue.
[26]
Additionally, Transparency International has identified corruption in the education
sector as a major stumbling block to achieving Universal Primary Education in
Africa.
[27]
Furthermore, demand in the developing world for improved educational access is not
as high as foreigners have expected. Indigenous governments are reluctant to take on the
recurrent costs involved. There is economic pressure from those parents who prefer their
children to earn money in the short term rather than work towards the long-term benefits of
education.
[citation needed]

A study conducted by the UNESCO International Institute for Educational Planning indicates
that stronger capacities in educational planning and management may have an important spill-
over effect on the system as a whole.
[28]
Sustainable capacity development requires complex
interventions at the institutional, organizational and individual levels that could be based on
some foundational principles:
national leadership and ownership should be the touchstone of any intervention;
strategies must be context relevant and context specific.
they should embrace an integrated set of complementary interventions, though
implementation may need to proceed in steps partners should commit to a long-term
investment in capacity development, while working towards some short-term
achievements;
outside intervention should be conditional on an impact assessment of national
capacities at various levels;
a certain percentage of students should be removed for improvisation of academics
(usually practiced in schools, after 10th grade).
Internationalization
Similarities in systems or even in ideas that schools share internationally have led to an
increase in international student exchanges. The European Socrates-
ErasmusProgram
[29]
facilitates exchanges across European universities. The Soros
Foundation
[30]
provides many opportunities for students from central Asia and eastern Europe.
Programs such as the International Baccalaureate have contributed to the internationalization
of education. The global campus online, led by American universities, allows free access to
class materials and lecture files recorded during the actual classes.
Education and technology in developing countries

Technology plays an increasingly significant role in improving access to education for people
living in impoverished areas and developing countries. There are charities dedicated to
providing infrastructures through which the disadvantaged may access educational materials,
for example, the One Laptop per Child project.
The OLPC foundation, a group out of MIT Media Lab and supported by several major
corporations, has a stated mission to develop a $100 laptop for delivering educational
software. The laptops were widely available as of 2008. They are sold at cost or given away
based on donations.
In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "e-school
program" to provide all 600,000 primary and high schools with computer equipment, learning
materials and internet access within 10 years.
[31]
An International Development Agency project
called nabuur.com,
[32]
started with the support of former American President Bill Clinton, uses
the Internet to allow co-operation by individuals on issues of social development.
India is developing technologies that will bypass land-based telephone and Internet
infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space
Research Organization launched EDUSAT, a communications satellite providing access to
educational materials that can reach more of the country's population at a greatly reduced
cost.
[33]

Private v public funding in developing countries
Research into low cost private schools found that over 5 years to July 2013, debate around
low-cost private schools to achieving Education for All (EFA) objectives was polarised and
finding growing coverage in international policy.
[34]
The polarisation was due to disputes
around whether the schools are affordable for the poor, reaching disadvantaged groups,
provide quality education, supporting or undermining equality, and are financially sustainable.
The report examined the main challenges that development organisations which support
LCPSs have encountered.
[34]
Surveys suggest these types of schools are expanding across Africa
and Asia and is attributed to excess demand. These surveys also found concern for:
Equity, widely found in the literature, as the growth in low-cost private schooling may
be exacerbating or perpetuating already existing inequalities in developing countries,
between urban and rural populations, lower- and higher-income families, and between
girls and boys. The report says findings are that LCPSs see evidence girls are
underrepresented and that they are reaching some low-income families, often in small
numbers compared with higher-income families.
Quality of provision and educational outcomes: You cannot generalise about the
quality of private schools. While most achieve better results than government
counterparts, even after their social background is taken into account, some studies
find the opposite. Quality in terms of levels of teacher absence, teaching activity and
pupil to teacher ratios in some countries are better in LCPSs than in government
schools.
Choice and affordability for the poor: parents can choose private schools because of
perceptions of better-quality teaching and facilities, and an English language
instruction preference. Nevertheless, the concept of choice does not apply in all
contexts, or to all groups in society, partly because of limited affordability (which
excludes most of the poorest) and other forms of exclusion, related to caste or social
status.
Cost-effectiveness and financial sustainability: Evidence is that private schools operate
at low cost by keeping teacher salaries low, but their financial situation may be
precarious where they are reliant on fees from low-income households.
The report said there were some cases of successful voucher and subsidy programmes;
evaluations of international support to the sector are not widespread.
[34]
Addressing regulatory
ineffectiveness is a key challenge. Emerging approaches stress the importance of
understanding the political economy of the market for LCPSs, specifically how relationships of
power and accountability between users, government and private providers can produce
better education outcomes for the poor.
Educacin


Educacin en su sentido general es una forma de aprendizaje en el cual el conocimiento ,
habilidades , y hbitos de un grupo de personas se transfieren de generacin en
generacin a travs de la enseanza, formacin o investigacin. Educacin con frecuencia
toma lugar bajo la orientacin de los dems, sino que tambin puede ser autodidacta.
[1]
Cualquier experiencia tiene un efecto formativo en el camino uno piensa, siente o actos
pueden ser considerados educativos. Educacin comnmente se divide en etapas como
preescolar, , la escuela primaria secundaria y luego Universidad, Universidad oaprendizaje
.
A derecho a la educacin ha sido reconocido por algunos gobiernos. A nivel global, el
artculo 13 de la las Naciones Unidas' 1966 Pacto Internacional de derechos culturales,
econmicos y sociales reconoce el derecho de todos a una educacin.
[2]
Aunque la
educacin es obligatoria en muchos lugares hasta una cierta edad, asistencia a escuela a
menudo no lo es, y una minora de padres elegir Inicio-educacin , e-learning o similar para
sus hijos.
Etimologa
Etimolgicamente , la palabra "educacin" se deriva del Latn ducti ("una cra, el traer
para arriba, una cra") de dc ("educar, entreno") que se relaciona con la homnimo
dc ("llevo adelante, sacar; Subo para arriba, erigir") de - (", de ") y dc ("Yo lidero,
dirijo").
[3]

Educacin puede ocurrir en formal o informal educativa configuracin.
Historia


Educacin comenz en la Prehistoria ms temprana, como los adultos entren a los
jvenes de su sociedad en el conocimiento y habilidades que necesitaran para dominar y
eventualmente pasar. En sociedades alfabetizadas pre esto se logr por va oral y por
imitacin. Cuentos continuaron de una generacin a la siguiente. Como las culturas
comenzaron a extender sus desarrollado conocimiento ms all de habilidades que puede
aprender fcilmente a travs de educacin formal, imitacin. Las escuelas existieron en
Egipto en el momento de la Reino medio


Platn fund el Academia en Atenas la primera institucin de enseanza superior en
Europa .
[5]
La ciudad de Alexandria en Egipto, fundada en 330 A.C., se convirti en el
sucesor de Atenas como la cuna intelectual de La Grecia antigua . All matemtico
Euclides y anatomista Herfilo; construido el gran Biblioteca de Alejandra y traducido del
hebreo Biblia al griego. Las civilizaciones europeas sufrieron un colapso de la
alfabetizacin y la organizacin tras la cada de Roma en 476 AD.
[6]

En China , Confucio (551-479 A.C.), de la Estado de Lu. , fue filsofo antiguo ms
influyente de China, cuya perspectiva educativa contina para influir en las sociedades de
China y pases vecinos como Corea, Japn y Vietnam. Reuni a discpulos y buscado en
vano un gobernante que adoptara sus ideales para el buen gobierno, pero su Analectas
fueron anotadas por seguidores y han continuado influir en la educacin en Asia oriental
en la era moderna.
[lacitacin necesit]

Despus de la Cada de Roma la Iglesia catlica se convirti en el nico salvavidas de
beca alfabetizado en Europa occidental. La iglesia establecida Catedral escuelas en las
edades medias tempranas como centros de educacin superior. Algunos de estos en
ltima instancia se convirti en las universidades medievales y antepasados de muchas
universidades modernas de Europa.
[6]
Durante la alta edad media, Catedral de Chartres
operado el famoso e influyente Escuela de la Catedral de Chartres . Las universidades
medievales de la cristiandad occidental estaban bien integradas a travs de toda Europa
occidental, anima libertad de investigacin y produce una gran variedad de finos
estudiosos y filsofos naturales, incluyendo Toms de Aquino de la Universidad de
Npoles, Robert Grosseteste de la Universidad de Oxfordun expositor temprano de un
mtodo sistemtico de la experimentacin cientfica;
[7]
y Santo Albert the Great , un
pionero de la investigacin de campo biolgico.
[8]
El Universidad de Bolonia es
considerada la ms antigua Universidad continuamente funcionamiento.
En otros lugares durante la edad media, Ciencia islmica y matemticas floreci bajo el
islmico califato establecido en todo el Medio Oriente, extendindose desde el Pennsula
Ibrica en el oeste a la Indus en el este y a la Dinasta almorvide y Imperio de Mal en el
sur.
El renacimiento en Europa marc el comienzo de un nueva era de investigacin cientfica e
intelectual y la apreciacin de las antiguas civilizaciones griega y romana. Alrededor de
1450, Johannes Gutenberg desarroll una imprenta, que permiti a obras de la literatura
para difundir ms rpidamente. La edad de imperios europeos vieron ideas europeas de
educacin en filosofa, religin, artes y Ciencias repartidos por el mundo. Los misioneros y
los estudiosos tambin trajeron nuevas ideas de otras civilizaciones como con el las
misiones jesuitas China que jug un papel significativo en la transmisin de conocimientos,
ciencia y cultura entre China y Europa, traduciendo trabajos de Europa como los
elementos de Euclides para acadmicos chinos y los pensamientos deConfucio para el
pblico europeo. La ilustracin vieron el surgimiento de una perspectiva educativa ms
secular en Europa.
En la mayora de los pases hoy en da, la educacin es obligatoria para todos los nios
hasta cierta edad. Debido a esto la proliferacin de la educacin obligatoria, combinada
con el crecimiento de la poblacin, la UNESCO ha calculado que en los prximos 30 aos
ms personas recibirn educacin formal que en toda la historia humana as lejos
[9]

Educacin formal
Sistemas de escolarizacin implican institucionalizado de enseanza y aprendizaje en
relacin con un plan de estudios, que s mismo se establece segn un propsito
predeterminado de las escuelas en el sistema. Los sistemas escolares a veces tambin se
basan en religiones, dndoles diferentes planes de estudio.
Preescolar

Preescolares ofrecen educacin hasta la edad de entre 4 y 8 cuando los nios entran
educacin primaria . Tambin conocido como las escuelas de prvulos yKinder, excepto en
los Estados Unidos, donde Kinder es un trmino usado para la enseanza primaria.
Preescolar educacin es importante porque se puede dar a un nio el borde en un clima
competitivo del mundo y la educacin. Mientras que los nios que no reciben los
fundamentos durante sus aos preescolares se impartir el alfabeto, contando, formas y
colores y diseos cuando empiezan su educacin formal estarn detrs de los nios que
poseen ya que conocimiento. El verdadero propsito detrs de jardn de infantes es
"ofrecer un currculo centrado en el nio, preescolar para tres a siete aos de edad los
nios encaminada a despliegue de naturaleza fsica, intelectual y moral del nio con
equilibrado nfasis en cada uno de ellos."
Este perodo de educacin es muy importante en los aos formativos del nio. Maestros
con habilidades especiales y entrenamiento son necesarios en este momento para nutrir a
los nios para desarrollar sus potencialidades




Primaria

Educacin primaria (o elemental) consiste en los primeros 5 7 aos de educacin formal,
estructurada. En general, la educacin primaria consta de seis u ocho aos de escolaridad
a partir de la edad de cinco o seis, aunque esto vara entre y a veces, dentro de los pases.
A nivel mundial, aproximadamente 89% de los nios de edad primaria estn inscritos en la
educacin primaria, y esta proporcin se eleva.
[11]
Bajo el Educacin para todos programas
impulsados por UNESCO , la mayora de pases se ha comprometido para lograr la
inscripcin universal de educacin primaria en 2015, y en muchos pases, es obligatorio
para que los nios reciben educacin primaria. La divisin entre primaria y educacin
secundaria es un tanto arbitraria, pero generalmente ocurre en unos once o doce aos de
edad. Algunos sistemas educativos han separado escuelas medias, con la transicin a la
etapa final de educacin secundaria lleva a cabo en alrededor de la edad de catorce aos.
Las escuelas que ofrecen educacin primaria, en su mayora se denominan escuelas
primarias. Escuelas primarias en estos pases a menudo se subdividen en escuelas
infantiles y junior school .
En la India, la educacin obligatoria se extiende por ms de doce aos, de los cuales los
nios reciban educacin primaria durante 8 aos. Enseanza primaria consiste en cinco
aos de educacin primaria y 3 aos de educacin primaria superior. Varios Estados de la
Repblica de la India proporcionan 12 aos de educacin obligatoria a la escuela basada
en un marco curricular nacional diseado por el Consejo Nacional de investigacin
educativa y la formacin .
Secundaria

En los sistemas educativos ms contemporneos del mundo, la educacin secundaria
comprende la educacin formal que se produce durante adolescencia . Es caracterizado
por la transicin de la tpicamente obligatorio, integral educacin primaria para los menores
de edad, a la opcional, selectiva terciario"post secundario", o "superior" Educacin (e.g.
Universidad, escuela vocacional) para adultos. Dependiendo del sistema, las escuelas
para este perodo, o parte de ella, pueden ser llamadas secundarias o high Schools
secundarias, gimnasios, liceos, escuelas medias, de las universidades, o escuelas
vocacionales. El significado exacto de alguno de estos trminos vara de un sistema a otro.
El lmite exacto entre la educacin primaria y secundaria tambin vara de pas a pas y
dentro de ellos, pero es generalmente alrededor del sptimo al dcimo ao de escolaridad.
Educacin secundaria se produce principalmente durante la adolescencia. En los Estados
Unidos, Canad y Australia educacin primaria y secundaria juntos se refieren a veces
como K-12 la educacin, y en Nueva Zelanda el ao se utiliza 1 13. El propsito de la
educacin secundaria puede ser dar conocimiento comn, para prepararse para la
educacin superior o entrenar directamente en un profesin .
La aparicin de la educacin secundaria en los Estados Unidos no sucedi hasta 1910,
causada por el aumento de las grandes empresas y los avances tecnolgicos en las
fbricas (por ejemplo, la aparicin de electrificacin), que requiere trabajadores calificados .
Para cumplir con esta nueva demanda de trabajo, high Schools secundarias fueron
creadas, con un currculo centrado en habilidades de trabajo prctico que sera mejor
preparar a los estudiantes de cuello blanco o collar azul trabajo. Esto prob ser beneficiosa
para los empleadores y empleados, para la mejora en el capital humano causado
empleados a ser ms eficientes, que redujo los costos para el empleador, y empleados
cualificados recibieron un salario ms alto que los empleados con nivel educativo slo
primaria.
En Europa, institutos o academias datan desde el siglo XVI, en la forma de escuelas
pblicas , escuelas pagas , o fundaciones de caridad educativas, que en s mismos tienen
una historia an ms.
Colegios comunitarios oferta no residencial universidad ofrece cursos para personas que
viven en un rea particular.


Terciaria (superior)

Educacin superior, tambin llamado terciario, tercera etapa o educacin post secundaria,
es el nivel educativo no obligatorios que sigue a la terminacin de una escuela
proporcionando una educacin secundaria, como una high School secundaria o escuela
secundaria . Educacin terciaria se toma normalmente para incluir pregrado y postgrado
educacin, as como capacitacin y formacin profesional. Colegios y universidades son
las principales instituciones que proveen educacin terciaria. Colectivamente, estos son a
veces conocidos como instituciones terciarias. Educacin terciaria generalmente resulta en
la recepcin de certificados de, ttulos, o grados acadmicos .
Educacin superior generalmente implica trabajo hacia un nivel de grado o grado de la
Fundacin calificacin . En la mayora los pases desarrollados una alta proporcin de la
poblacin (hasta 50%) ahora entrar en educacin superior en algn momento de sus vidas.
Por lo tanto es muy importante para nacional educacin superior las economas, como una
industria importante en su propio derecho y como una fuente de personal capacitado y
educado por el resto de la economa.
Educacin universitaria incluye enseanza, investigacin y actividades de servicios
sociales, y que incluye tanto el nivel de pregrado (a veces denominado educacin terciaria)
y el posgrado (o posgrado) nivel (a veces denominado escuela de postgradode). Las
universidades se componen generalmente de varios colegios. En Estados Unidos, las
universidades pueden ser privada e independiente como Universidad de Yale; pblica y
estado gobernado como el sistema de educacin superior de Pennsylvania State; o
independientes pero financiado por el estado como laUniversidad de Virginia. Una serie de
cursos especficos de carrera est ahora disponible a los estudiantes a travs de la
Internet .
A artes liberales institucin puede definirse como un " Universidad o Universidad currculo
dirigido a impartir conocimiento general amplia y el desarrollo de la capacidad intelectual
general, en contraste con un profesional, profesional, o currculo tcnico. "
[12]
Aunque lo
que se conoce hoy como el colegio de artes liberales comenz en Europa ,
[13]
el trmino es
ms comnmente asociado con las universidades en la Estados Unidos .
[citacin necesit ]

Profesional

Educacin vocacional es una forma de educacin centrada en la formacin directa y
prctica para un oficio especfico o artesana. Educacin vocacional puede venir en forma
de un aprendizaje o prcticas as como instituciones de enseanza de cursos tales como
carpintera, agricultura, de ingeniera,medicina, arquitectura y las artes .
Especial
En el pasado, quienes fueron desactivadas a menudo no eran elegibles para la educacin
pblica. Educaban a los nios con discapacidades a menudo por los mdicos o tutores
especiales. Estos principios mdicos ( Itard, la gente le gusta Seguin, Howe, Gallaudet)
establece la Fundacin para la educacin especial hoy. Se centraron en la instruccin
individualizada y habilidades funcionales. Educacin especial slo se prest a las personas
con discapacidades severas en sus primeros aos, pero ms recientemente se ha abierto
a cualquiera que haya experimentado el aprendizaje de la dificultad.
Otras formas educativas
Alternativa
Mientras que considera "alternativo" hoy, ms sistemas alternativos han existido desde
tiempos antiguos. Despus de que el sistema escolar pblico se desarroll ampliamente
que comienza en el siglo XIX, algunos padres encontraron razones para estar
descontentos con el nuevo sistema. Educacin alternativa desarrollada en parte como una
reaccin a percibido las limitaciones y deficiencias dela educacin tradicional. Surgi una
amplia gama de enfoques educativos, incluyendo las escuelas alternativas, auto
aprendizaje, educacin en el hogar y unschooling. Ejemplo escuelas alternativasincluyen
las escuelas Montessori, las escuelas Waldorf (o Steiner escuelas), escuelas de amigos,
Sands School Escuela de Summerhill, The Peepal Grove School, ,la Escuela Sudbury
Valleyescuelas Krishnamurti, y aula abierta escuelas.
En mayor o menor grado, ideas de estos experimentos y desafos al sistema podrn
adoptar a tiempo por la corriente principal, en cuanto a un grado grande pas con jardn de
la infancia un enfoque experimental, Educacin de niez temprana desarrollado por
Friedrich Frbel en Alemania del siglo XIX. Otros influyentes escritores y pensadores han
incluido el Swiss humanitaria Johann Heinrich Pestalozziel americano Trascendentalistas
Amos Bronson Alcott, Ralph Waldo Emerson, y Henry David Thoreau; los fundadores dela
educacin progresista, John Dewey y Francis Parker; y educativos pioneros tales como
Maria Montessori y Rudolf Steiner y ms recientemente John Caldwell Holt , Paul Goodman
, Frederick Mayer , George Dennison y Ivan Illich .
Indgenas

Educacin indgena se refiere a la inclusin de los conocimientos indgenas, modelos,
mtodos y contenidos dentro de los sistemas educativos formales y no formales. A
menudo en un contexto postcolonial, el creciente reconocimiento y uso de los mtodos de
educacin indgena pueden ser una respuesta a la erosin y prdida de conocimiento
autctono y lenguaje a travs de los procesos de colonialismo. Adems, puede permitir las
comunidades indgenas "recuperar y revalorizar sus lenguas y culturas, y al hacerlo,
mejorar el xito educativo de los estudiantes indgenas."
Aprendizaje informal
Aprendizaje informal es una de las tres formas de aprendizaje definidos por la
organizacin para la cooperacin econmica y el desarrollo (econmicos OCDE).
Aprendizaje informal se produce en una variedad de lugares, como en casa, trabajoy a
travs de interacciones diarias y compartido las relaciones entre los miembros de la
sociedad. Para muchos estudiantes esto incluye de adquisicin de la lengua, las normas
culturales y modales. Aprendizaje informal para los jvenes es un proceso continuo que
tambin ocurre en una variedad de lugares, tales como de tiempo de la escuela, en
programas para jvenes en centros comunitarios y laboratorios de medios de
comunicacin .
Informal de aprendizaje generalmente lleva a cabo fuera de la educacin establecimientos
no siga especificada plan de estudios y puede originar accidentalmente, espordicamente,
en asociacin con determinadas ocasiones, cambiar prctico requisitos de . No
necesariamente est previsto para ser pedaggicamente consciente, sistemtica y segn
temas, pero prefiero inconscientemente incidental, holsticamente problema-relacionadas y
relacionados con la situacin gestin y aptitud para la vida. Se experimenta directamente
en su "natural" funcin de la vida cotidiana y a menudo es espontnea.
El concepto de "educacin a travs de recreacin" fue aplicado al desarrollo de la infancia
en el siglo XIX.
[16]
a principios del siglo XX, el concepto se ampli para incluir a los adultos
jvenes, pero el nfasis estaba en actividades fsicas.
[17]
L.P. Jacks, tambin un
proponente temprano del aprendizaje permanente, se describe la educacin a travs de la
recreacin: "A maestro en el arte de vivir no dibuja distincin aguda entre su trabajo y su
obra, su trabajo y su ocio, su mente y su cuerpo, su educacin y su recreacin. Apenas
sabe cul es cul. l simplemente persigue su visin de la excelencia a travs de lo que
est haciendo y deja otros para determinar si est trabajando o jugando. A s mismo
siempre parece estar haciendo ambos. Suficiente para lo que lo hace bien."
[18]
La
educacin a travs de la recreacin es la oportunidad de aprender de una manera
transparente a travs de todas las actividades de la vida.
[19]
El concepto ha sido revivido
por el University of Western Ontario para ensear anatoma a estudiantes de medicina.
[19]

Autoaprendizaje
Autoaprendizaje (tambin autoaprendisaje) es un contemplativo, absorbiendo el proceso
de "aprendizaje por su cuenta" o "sola", o como uno mismo-profesor. Algunos autodidactas
pasan mucho tiempo revisando los recursos de bibliotecas y sitios web educativo. Uno
puede convertirse en un autodidacta en casi cualquier punto de la vida. Mientras que
algunos pueden haber sido informados de manera convencional en un campo particular,
pueden optar por informarse en otras reas a menudo sin relacin. Autodidactas notables
incluyen Abraham Lincoln (Presidente de Estados Unidos),Srinivasa Ramanujan
(matemtico), Michael Faraday (qumico y fsico), Charles Darwin (naturalista), Thomas
Alva Edison (inventor), Tadao Ando (arquitecto), Shaw (dramaturgo), Frank Zappa
(compositor, Ingeniero de grabacin, director de la pelcula), y Da Vinci de Leonardo
(ingeniero, cientfico, matemtico).
Educacin abierta y e-learning
En 2012, e-learning haba crecido a 14 veces el ritmo de aprendizaje tradicional. La
educacin abierta es rpida crecimiento para convertirse en la forma dominante de la
educacin, por muchas razones como su eficiencia y resultados en comparacin con los
mtodos tradicionales.
[21]
Costo de la educacin ha sido un problema a lo largo de la
historia y un problema poltico en la mayora de los pases hoy. Educacin abierta suele
ser considerablemente ms barato que el aprendizaje tradicional campus basado y en
muchos casos incluso gratis. Muchas instituciones universitarias grandes estn
empezando a ofrecer cursos completos gratis o casi gratis, como Harvard, MIT y Berkeley
asocindose para formar edX. Otras universidades que ofrecen educacin abierta son
Stanford, Princeton, Duke, Johns Hopkins, Edimburgo, U. Penn, U. de Michigan, U.
Virginia, Washington U. y Caltech. Ha sido llamado el mayor cambio en la forma en que
aprendemos desde la imprenta.
[22]
Muchas personas a pesar de estudios favorables sobre
la eficacia an pueden desear elegir education campus tradicional por razones sociales y
culturales.
[23]

El grado de mrito-sistema convencional actualmente no es tan comn en la educacin
abierta como es en las universidades de campus, aunque algunas universidades abiertas
ya ofrecen grados convencionales tales como el Universidad abierta en el Reino Unido . En
la actualidad, muchas de las fuentes principales de educacin abierta ofrecen su propia
forma de certificado. Debido a la popularidad de la educacin abierta, estos nuevos
certificados de acadmicos estn ganando ms respeto y la igualdad "valor acadmico" a
los grados tradicionales.
[24]
Muchas universidades abiertas estn trabajando para tener la
capacidad de ofrecer estudiantes estandarizado grados pruebas y tradicionales y
credenciales.
[lacitacin necesit]

All ha sido una cultura formando alrededor de aprendizaje a distancia para personas que
desean para disfrutar de los aspectos sociales compartidos que muchas personas valor en
educacin presencial tradicional, que no se ofrece a menudo directamente de educacin
abierta.
[citacin necesit]
ejemplos de esto son personas en educacin abierta formando grupos
de estudio, encuentros y movimientos como el UnCollege.
Objetivos de desarrollo



Rusia tiene ms acadmicos graduados que cualquier otro pas en Europa .
Desde 1909, ha aumentado la proporcin de nios en el mundo en desarrollo va a la
escuela. Antes de eso, una pequea minora de nios asistieron a la escuela. Al comienzo
del siglo XXI, la mayora de los nios en muchas regiones del mundo asistieron a la
escuela. Hay 73 millones de nios,
[aclaracin necesaria]
en su mayora mujeres nios en familias
pobres, que no comenz la escuela primaria. Hay ms de 200 millones los nios, en su
mayora mujeres provenientes de familias pobres, que no fue a la escuela secundaria.
[25]
La educacin primaria universal es uno de los ocho Objetivos de desarrollo del Milenio,
hacia el cual se ha avanzado en la ltima dcada, aunque an quedan barreras.
[26]
Fijacin caritativo financiacin de donantes potenciales es un problema particularmente
persistente. Los investigadores de la Overseas Development Institute han indicado que los
principales obstculos para recibir ms fondos para educacin son contradictorias las
prioridades del donante, una arquitectura de la ayuda inmaduro y una falta de pruebas y
promocin para el tema.
[26]
Adems, Transparencia internacional ha identificado corrupcin
en el sector de la educacin como un gran obstculo para lograr la educacin primaria
Universal en frica.
[27]
Adems, la demanda en el mundo en desarrollo para mejorar
acceso a la educacin no es tan alta como los extranjeros han esperado. Los gobiernos
indgenas son renuentes a asumir los costos recurrentes. Hay una presin econmica de
los padres que prefieren a sus hijos para ganar dinero en el corto plazo en lugar de trabajo
hacia los beneficios a largo plazo de la educacin.
[lacitacin necesit]

Un estudio realizado por el La UNESCO Instituto Internacional de planeamiento de la
educacin indica que ms fuertes capacidades en gestin y planificacin de la educacin
pueden tener un efecto de derrame importante en el sistema como un todo.
[28]
Desarrollo
de la capacidad sostenible requiere intervenciones complejas a nivel institucional,
organizacional e individual que podra estar basado en algunos principios fundamentales:
propiedad y liderazgo nacional deben ser la piedra angular de cualquier intervencin;
estrategias deben ser relevante contexto y contexto especfico.
debera adoptar un conjunto integrado de intervenciones complementarias, aunque
implementacin deba proceder en pasos socios deben comprometerse a una inversin
a largo plazo en el desarrollo de la capacidad, mientras se trabaja hacia algunos logros
a corto plazo;
la intervencin externa debe ser condicionada a una evaluacin del impacto de las
capacidades nacionales en varios niveles;
un cierto porcentaje de alumnos que debe eliminarse para la improvisacin de los
acadmicos (generalmente practicado en las escuelas, despus de 10 grado).
Internacionalizacin
Similitudes en los sistemas o incluso en ideas que comparten las escuelas
internacionalmente han conducido a un aumento de intercambios internacionales. El
europeo Scrates -ErasmusProgram
[29]
facilita los intercambios a travs de las
universidades europeas. El
[30]
Fundacin Soros ofrece muchas oportunidades para los
estudiantes de Asia central y Europa Oriental. Programas tales como el International
Baccalaureate han contribuido a la internacionalizacin de la educacin. El campus global
en lnea, liderado por las universidades norteamericanas, permite el acceso libre a
materiales de clase y lectura de archivos grabados durante las clases reales.
Educacin y tecnologa en los pases en desarrollo

La tecnologa desempea un papel cada vez ms importante en la mejora del acceso a la
educacin de personas que viven en zonas pobres y pases en desarrollo . Hay obras de
caridad dedicadas a proveer de infraestructuras a travs del cual los ms desfavorecidos
pueden acceder a materiales educativos, por ejemplo, la One Laptop per Child proyecto.
El Fundacin OLPC un grupo de MIT Media Lab y apoyada por varias empresas
importantes, tiene una misin para desarrollar una laptop de 100 $ para la entrega software
educativo . Las computadoras porttiles fueron ampliamente disponibles a partir de 2008.
Son vendidos al costo o entregados donaciones basadas en.
En frica, el Nueva Alianza para el desarrollo de frica (NEPAD) ha lanzado un " programa
e-escuela "para proporcionar a todas las escuelas primarias y altas 600.000 equipos
informticos, material didctico y acceso a Internet dentro de 10 aos.
[31]
Agencia de
desarrollo internacional un proyecto llamado nabuur.com,
[32]
comenzado con el apoyo del
ex presidente norteamericano Bill Clinton , utiliza el Internet para permitir la cooperacin
por individuos en temas de desarrollo social.
India est desarrollando tecnologas que evitar terrestres telfono y la infraestructura de
Internet para ofrecer distancia de aprendizaje directamente a sus estudiantes. En 2004, la
Organizacin de investigacin espacial India lanz EDUSAT, un satlite de
comunicaciones proporciona acceso a materiales educativos que pueden alcanzar ms de
la poblacin del pas a un costo muy reducido.
[33]

Financiacin en los pases en desarrollo pblica privada v
Investigacin en las escuelas privadas bajo costo encontr que ms de 5 aos en julio de
2013, debate en torno a las escuelas privadas de bajo costo para lograr Educacin para
todos (EFA) objetivos fue polarizada y encontrar la cobertura creciente en las polticas
internacionales.
[34]
La polarizacin fue debido a los conflictos alrededor de si las escuelas
son asequibles para los pobres, llegando a los grupos desfavorecidos, proporcionar
educacin de calidad, apoyar o socavar la igualdad y son financieramente sostenibles. El
informe examina los principales retos que han tropezado con las organizaciones de
desarrollo que soportan LCPSs.
[34]
Encuestas sugieren estos tipos de escuelas en frica y
Asia se estn expandiendo y se atribuye al exceso de demanda. Estas encuestas tambin
encontraron preocupacin por:
Equidad, que se encuentran ampliamente en la literatura, como el crecimiento en la
educacin privada de bajo costo puede exacerbar o perpetuar las desigualdades ya
existentes en los pases en desarrollo, entre las poblaciones urbanas y rurales, las
familias de ingresos ms altos y bajos y entre nios y nias. El informe dice que los
resultados son que LCPSs ver evidencia chicas estn subrepresentadas y que ellos
estn llegando a algunas familias de bajos ingresos, a menudo en una pequea
cantidad en comparacin con las familias de mayores ingresos.
Calidad de la prestacin y los resultados educativos: no se puede generalizar sobre la
calidad de las escuelas privadas. Mientras la mayora lograr mejores resultados que
sus homlogos del gobierno, incluso despus de su origen social se tendr en cuenta,
algunos estudios encuentran lo contrario. Calidad en trminos de niveles de ausencia
del profesor, enseanza de la actividad y pupila a docente en algunos pases son
mejores en LCPSs que en las escuelas pblicas.
Eleccin y la asequibilidad de los pobres: los padres pueden elegir las escuelas
privadas debido a las percepciones de la mejor calidad enseanza, instalaciones y una
preferencia de instruccin del idioma ingls. Sin embargo, el concepto de 'eleccin' no
se aplica en todos los contextos, ni a todos los grupos en la sociedad, en parte debido
a la accesibilidad limitada (que excluye a la mayora de los ms pobres) y otras formas
de exclusin, relacionados con la casta o condicin social.
Rentabilidad y sostenibilidad financiera: evidencia es que las escuelas privadas
operan a bajo costo por mantener bajo el sueldo de los docentes, pero su situacin
financiera puede ser precario donde son dependientes de las tasas de hogares de
bajos ingresos.
El informe dijo que haba algunos casos de programas exitosos de bono y subsidio;
evaluaciones de apoyo internacional para el sector no son generalizadas.
[34]
Direccionamiento reglamentario ineficacia es un desafo clave. Emergentes enfoques
estrs la importancia de entender la economa poltica del mercado de LCPSs,
especficamente cmo las relaciones de poder y la responsabilidad entre los usuarios, el
gobierno y los proveedores privados pueden producir mejores resultados de la educacin
para los pobres.