EDUCATION SYSTEM

Education

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, however learners may also educate themselves.[1] Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Formal education is commonly divided formally into such stages as preschool or kindergarten, primary school,

initial power of the education

Right education

Knownledge are change the world

secondary school and then college, university, or apprenticeship.

Education is generally understood as a form of learning whereby knowledge, skills and habits are etched out in the minds of an individual through instruction, training, sharing, and communicating. In a nut-shell education is usually understood as a transfer of information and knowledge from one individual to the other. In whatever way knowledge is transferred the ultimate end of education must necessarily be formative. At the end of the day it is these formative effects that will shape and help mould an individual in the way he/she thinks, believes, views, feels, acts and reacts in the society.

The Organisation for Economic Co-operation and Development (OECD), an international economic organisation founded in 1961, identifies three forms of learning: formal education, informal education and non-formal education. Formal education is institutionalized teaching and learning established according to a pre-determined and pre-defined set of curriculum. This means that courses and contents are provided to a school, a college or a university. Formal education is intentional from the learners’ perspective. Informal education is a form of education outside an institutionalised setting of education. It is neither structured nor usually certified. It could either be unschooling education or autodidactic education. Unschooling education means an educational method of learning that rejects compulsory school education as a source of education. This form of education adheres to an education derived from life experiences, domestic responsibilities, family, personal interests and curiosities and social interaction. Autodidactic education is self education or learning on your own and by yourself though it is usually complemented by formal classroom learning. Non-formal education is learning that takes place in a formal educational organisation but it is not recognised within a curriculum or syllabus framework, for example community based programmes, Scouts and Guides etc. The objective of the learner here could be to enhance one’s knowledge and passion for learning.

well time consuming and education programs are provided right future for new genaration.

True meaning

True education is beyond earning degrees it is more than bookish knowledge. Education  means inculcating moral values, positive thinking, attitude of helping, attitude of giving to society and ethical values these kind of students are only able to bring changes in society.

Types of education systems

The term “education system” includes all institutions which are concerned with the education of children, young persons and adults, in particular preschool/Kindergarten, preschool/nursery school, primary school, lower secondary school, vocational upper secondary school, general upper secondary school or Gymnasium/grammar school/Lycée, high schools, vocational schools, and on tertiary level polytechnics/Fachhochschule, universities and also institutions of adult education like adult education centres.

The structure of the educational system varies between nations and also occasionally within the nations in different regions/states (e.g. in Germany). Specific differences concern the question if and when youngsters/children are separated and selected to go to different schools. The division into one or more types of school may be the fact right after four years of schooling or after primary school, and in some systems the possibilities are open very early to continue in different tracks at the end of each type of school. In some systems the schooling is more comprehensive at least during the first nine years. Although the different education systems vary according to selective or comprehensive schooling, all systems can be classified according to the International Standards Classification of Education (ISCED) to specific levels in terms of formal and non-formal education: Early childhood education (level 0), Primary education (level 1), Lower secondary education (level 2), Upper secondary education (level 3), Post-secondary non-tertiary education (level 4), Short-cycle tertiary education (level 5), Bachelor or equivalent (level 6), Master or equivalent (level 7), Doctoral or equivalent (level 8), and Not elsewhere classified (level 9) (UNESCO UIS 2011). In this YOUNG_ADULLLT – research we specifically conduct research on young adults aged from 18 to 29 years, so the formal and non-formal educational institutions and organisations that are concerned with this age group are mostly in secondary and tertiary level as well as adult education level, meaning the ISCED levels 3, 4, 5 and 9 are of particular interest in terms of transitions from school to work or vocational training or from school to further education respectively, thereby regarding these points of transition as situations of increased structural vulnerability. Thus, the conception of education ‘systems’ as a well-integrated whole that put the students through is weakened.

The categorisation of type of educational system according to stratification and standardization may go like Jutta Allmendinger presents it (national examples from EU GOETE- and YOUNG_ADULLLT-research). These attributions, however, should be regarded as assessments.

Table 1. Categorisation of countries; based on Allmendinger (1989).



STRATIFICATION

low

high

STANDARDISATION

high

High-level comprehensive

High-level differentiated

Finland (G)

Slovenia (G)

Portugal (YA)

Bulgaria (YA)

Croatia (YA)

Germany (G)

Netherlands (G)

France (G)

Austria (YA)

low

Low-level comprehensive

Low-level differentiated

United Kingdom (G)

Italy (G)

Poland (G)

Spain (YA)



–

The structure of the education systems also differs by the governance and the ownership of the school system; there are totally public rather monolithic systems and then also segmented systems with also private schools. In this project research focuses on the situation of young adults and differing (LLL) educational policies from a national, in terms of functional region, and international (comparative) perspective. Based on the categorisation by Allmendinger it is important to understand how the various education systems provide necessary certificates and/or skills in order to enable young adults to enter the labour market, be it more tied to certificates or training-on-the-job, thus displaying the influence of the respective type of education system.

Formal education

Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, organizational models, design of the physical learning spaces (e.g. classrooms), student-teacher interactions, methods of assessment, class size, educational activities, and more.

Type of education 

1. Primary education or first stage of basic education
2. Lower secondary education or second stage of basic education
3. Upper secondary education
4. Post-secondary non-tertiary education