Editing Education (section)

=== Formal, non-formal, and informal ===
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|image1=Katusa-volunteers-provide-tutoring-for-childrens-home-8ea9b9-1024 (cropped).png
|alt1=Photo of a man tutoring two children
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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>