Editing Education (section)

== Types ==
There are several classifications of education. One classification depends on the institutional framework, distinguishing between formal, non-formal, and informal education. Another classification involves different levels of education based on factors such as 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 ===
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|image1=Katusa-volunteers-provide-tutoring-for-childrens-home-8ea9b9-1024 (cropped).png
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|footer=Tutoring exemplifies non-formal education, whereas learning how to cook from one's parents falls under informal education.
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The most common division is between [[formal education|formal]], [[non-formal education|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 occurs within a structured institutional framework, typically with a chronological and hierarchical order. The modern schooling system organizes classes based on the student's age and progress, ranging from primary school to university. Formal education is usually overseen and regulated by the [[government]] and often [[Compulsory education|mandated]] 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 occur outside the formal schooling system, with non-formal education serving as a middle ground. Like formal education, non-formal education is organized, systematic, and pursued with a clear purpose, as seen in activities such as [[tutoring]], fitness classes, and participation in 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, on the other hand, occurs in an unsystematic manner through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is typically 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 unfolds in various settings and situations throughout one's life, often spontaneously, such as children learning their [[first language]] from their parents or individuals mastering cooking skills by preparing a dish 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 differentiate between the three types based on the learning environment: formal education occurs within [[school]]s, non-formal education takes place in settings not regularly frequented, such as museums, and informal education unfolds in the context of everyday routines.<ref>{{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 171–174]}}</ref> Additionally, there are disparities in the source of motivation. Formal education tends to be propelled by [[Motivation#Intrinsic and extrinsic|extrinsic motivation]], driven by external rewards. Conversely, in non-formal and informal education, intrinsic motivation, stemming from the enjoyment of the learning process, typically prevails.<ref>{{harvnb|Eshach|2007|pp=[https://link.springer.com/article/10.1007/s10956-006-9027-1 173–174]}}</ref> While the differentiation among the three types is generally clear, certain forms of education may not neatly fit into a single 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, education predominantly occurred informally, with little distinction between educational activities and other daily endeavors. Instead, the entire environment served as a classroom, and adults commonly assumed the role of educators. However, informal education often proves insufficient for imparting large quantities of knowledge. To address this limitation, formal [[Educational setting|educational settings]] and trained instructors are typically necessary. This necessity contributed to the increasing significance of formal education throughout history. Over time, formal education led to a shift towards more abstract learning experiences and topics, distancing itself from daily life. There was a greater emphasis on understanding general principles and concepts rather than simply observing and imitating specific behaviors.<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|Children in a Japanese [[kindergarten]]]]
Types of education are often categorized into different levels or stages. One influential framework is the [[International Standard Classification of Education]], maintained by the [[United Nations Educational, Scientific and Cultural Organization]] (UNESCO). This classification encompasses both formal and non-formal education and distinguishes levels based on factors such as the student's age, the duration of learning, and the complexity of the content covered. Additional 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 referred to as [[preschool education]] or nursery education, encompasses the period from birth until the commencement of [[primary school]]. It is designed to facilitate holistic child development, addressing physical, mental, and social aspects. Early childhood education is pivotal in fostering socialization and [[personality development]], while also imparting fundamental skills in communication, learning, and problem-solving. Its overarching goal is to prepare children for the transition to 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> While preschool education is typically optional, in certain countries such as Brazil, it is mandatory starting from the age of four.<ref>{{harvnb|Raikes|Alvarenga Lima|Abuchaim|2023|p=4}}</ref>

[[File:Early Childhood Education USAID Africa.jpg|thumb|alt=Photo of early childhood education in Ethiopia|Primary school classroom in Ethiopia]]

Primary (or elementary) education usually begins between the ages of five and seven and spans four to seven years. It has no additional entry requirements and aims to impart fundamental skills in reading, writing, and mathematics. Additionally, it provides essential knowledge in subjects such as [[history]], [[geography]], the [[sciences]], [[music]], and [[art]]. Another objective is to facilitate 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> Presently, primary education is compulsory in nearly all nations, with over 90% of primary-school-age children worldwide attending such schools.<ref>{{harvnb|Roser|Ortiz-Ospina|2013}}</ref>

Secondary education succeeds primary education and typically spans the ages of 12 to 18 years. It is normally divided into lower secondary education (such as [[middle school]] or junior high school) and upper secondary education (like [[high school]], senior high school, or [[college]], depending on the country). Lower secondary education usually requires the completion of primary school as its entry prerequisite. It aims to expand and deepen learning outcomes, with a greater focus on subject-specific [[curricula]], and teachers often specialize in one or a few specific subjects. One of its goals is to acquaint students with fundamental theoretical concepts across various subjects, laying a strong foundation for [[lifelong learning]]. In certain instances, it may also incorporate rudimentary 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 numerous countries across Central and East Asia, Europe, and the Americas. In some nations, it represents the final phase of compulsory education. However, mandatory lower secondary education is less common 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>

[[Image:Calhan High School Senior Classroom by David Shankbone.jpg|thumb|A high school senior (twelfth grade) classroom in the United States]]

Upper secondary education typically commences around the age of 15, aiming to equip students with the necessary skills and knowledge for employment or tertiary education. Completion of lower secondary education is normally a prerequisite. The curriculum encompasses a broader range of subjects, often affording students the opportunity to select from various options. Attainment of a formal qualification, such as a [[high school diploma]], is frequently linked to successful completion of upper secondary education.<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> Education beyond the secondary level may fall under the category of post-secondary non-tertiary education, which is akin to secondary education in complexity but places greater emphasis on vocational training to ready students for the workforce.<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 at [[Saint Petersburg State Polytechnical University]], Russia]]

In some countries, tertiary education is synonymous with [[higher education]], while in others, tertiary education encompasses a broader spectrum.<ref>{{harvnb|OECD|2012|p=[https://books.google.com/books?id=_96M_SWnn4QC&pg=PA30 30]}}</ref> Tertiary education builds upon the foundation laid in secondary education but delves deeper into specific fields or subjects. Its culmination results in an [[academic degree]]. Tertiary education comprises four levels: short-cycle tertiary, [[bachelor's]], [[master's]], and [[doctoral]] education. These levels often form a hierarchical structure, with the attainment of earlier levels serving as a prerequisite for higher ones.<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 concentrates on practical aspects, providing advanced vocational and professional training tailored to 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 known as [[undergraduate education]], is typically longer than short-cycle tertiary education. It is commonly offered by universities and culminates in an intermediary academic credential known as 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 and often involves independent research, normally in the form of a master's thesis.<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, usually a doctor's degree, such as a [[Doctor of Philosophy]] (PhD). It usually involves the submission of a substantial academic work, such as a [[dissertation]]. More advanced levels include [[Postdoctoral researcher|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 completion of formal education typically leads to certification, a prerequisite for advancing to higher levels of education and entering [[Professional certification|certain professions]]. Undetected [[cheating]] during exams, such as utilizing a [[cheat sheet]], poses a threat to this system by potentially certifying unqualified students.<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 is provided free of charge. However, there are significant global disparities in the cost of tertiary education. Some countries, such as Sweden, Finland, Poland, and Mexico, offer tertiary education for free or at a low cost. Conversely, in nations like the United States and Singapore, tertiary education often comes with high [[Tuition payments|tuition fees]], leading students to rely on substantial loans to finance 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 education costs can pose a significant barrier for students in [[developing countries]], as their families may struggle to cover school fees, purchase uniforms, and buy textbooks.<ref>{{harvnb|Bhalotra|Harttgen|Klasen|pp=[https://unesdoc.unesco.org/ark:/48223/pf0000225956 1–2]}}</ref>

=== Others ===
The academic literature explores various types of education, including [[Traditional education|traditional]] and [[alternative education|alternative]] approaches. Traditional education encompasses long-standing and conventional schooling methods, characterized by teacher-centered instruction within a structured school environment. Regulations govern various aspects, such as the curriculum and class schedules.<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>

[[File:Representation, Punch Denmark, 1889.jpg|thumb|alt=Image of a homeschooling lesson|Homeschooling represents one form of alternative education.]]

Alternative education serves as an umbrella term for schooling methods that diverge from the conventional traditional approach. These variances might encompass differences in the learning environment, curriculum content, or the dynamics of the teacher-student relationship. Characteristics of alternative schooling include voluntary enrollment, relatively modest class and school sizes, and customized instruction, fostering a more inclusive and emotionally supportive environment. This category encompasses various forms, such as [[charter schools]] and specialized programs catering to challenging or exceptionally talented students, alongside [[homeschooling]] and [[unschooling]]. Alternative education incorporates diverse educational philosophies, including [[Montessori schools]], [[Waldorf education]], [[Round Square|Round Square schools]], [[Escuela Nueva|Escuela Nueva schools]], free schools, and [[Democratic education|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 encompasses [[indigenous education]], which emphasizes the preservation and transmission of knowledge and skills rooted in indigenous heritage. This approach often employs traditional methods such as oral 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> Other forms of alternative schooling include [[Gurukula|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|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 [[yeshiva]]s 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 revolve around the recipients of education. Categories based on 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 based on the [[biological sex]] of 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 tailored to meet the unique needs of students with [[disabilities]], addressing various impairments on [[Intellectual disability|intellectual]], social, communicative, and [[Physical disability|physical]] levels. Its goal is to overcome the challenges posed by these impairments, providing affected students with access to an appropriate educational structure. In the broadest sense, special education also encompasses education for intellectually [[Intellectual giftedness|gifted children]], who require 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, where the teacher plays a central role in imparting information to students, and [[Student-centered learning|student-centered education]], where students take on a more active and responsible role in shaping classroom activities.<ref>{{harvnb|Emaliana|2017|pp=59–61}}</ref> In conscious education, learning and teaching occur with a clear purpose in mind. Unconscious education unfolds spontaneously without conscious planning or guidance.<ref>{{harvnb|Jackson|2011|pp=[https://books.google.com/books?id=j4xx_uHSVgEC&pg=PA73 73–76]}}</ref> This may occur, in part, through the influence of teachers' and adults' [[Personality|personalities]], which can indirectly impact the development of students' personalities.<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]] employs scientific studies to determine the most effective educational methods. Its aim is to optimize the effectiveness of educational practices and policies by ensuring they are grounded in the best available [[empirical evidence]]. This encompasses 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, occurs independently of teachers and institutions. Primarily observed in adult education, it offers the freedom to choose what and when to study, making it a potentially more fulfilling learning experience. However, the lack of structure and guidance may lead to aimless learning, while the absence of [[Corrective feedback|external feedback]] could result in autodidacts developing misconceptions and inaccurately assessing 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 associated with [[lifelong education]], which entails continuous learning throughout one's life.<ref>{{harvnb|Field|2009|p=[https://books.google.com/books?id=jTH6Upca0kgC&pg=PA89 89]}}</ref>

Categories of education based on the subject encompass [[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 utilized in [[distance education]], including e-learning (use of computers), [[m-learning]] (use of mobile devices), and online education. Often, these take the form of [[open education]], wherein courses and materials are accessible with minimal barriers, contrasting with traditional classroom or onsite education. However, not all forms of online education are open; for instance, some universities offer full online degree programs that are not part of open education initiatives.<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 known as [[public education]],{{efn|In some regions, these two terms have different meanings. In the [[United Kingdom]], for example, [[Public school (United Kingdom)|public schools]] are run by private institutions 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 typically does not require tuition fees and is therefore a form of [[free education]]. In contrast, [[private education]] 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 institutions responsible for education, such as 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 refers to education that individuals are legally mandated to receive, primarily affecting children who must attend school up to a certain age. This stands in contrast to voluntary education, which individuals pursue based on personal choice rather than legal obligation.<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>