Editing Education (section)

== Role of institutions ==
[[File:Ministry of Education of China (20221020141115).jpg|thumb|alt=Photo of the Ministry of Education of the People's Republic of China|Governmental institutions such as the [[Ministry of Education of the People's Republic of China|Chinese Ministry of Education]] influence numerous aspects of public education.]]

Organized institutions play a pivotal role in multiple facets of education. Entities such as schools, universities, [[teacher training]] institutions, and ministries of education comprise the education sector. They interact not only with one another but also with various stakeholders, including parents, local communities, religious groups, [[non-governmental organization]]s, [[healthcare]] professionals, [[law enforcement]] agencies, media platforms, and political leaders. Numerous individuals are directly engaged in the education sector, such as students, teachers, school principals, as well as school nurses and curriculum developers.<ref>{{multiref |1={{harvnb|UNESCO|2016|p=[http://unesdoc.unesco.org/images/0024/002447/244756e.pdf 54]}} |2={{harvnb|Gary|Crime|2017|p=[https://books.google.com/books?id=6dAlDwAAQBAJ&pg=PA7 7]}} }}</ref>

Various aspects of formal education are regulated by the [[education policy|policies]] of governmental institutions. These policies determine at what age children need to attend school and at what times classes are held, as well as issues pertaining to the school environment, such as infrastructure. Regulations also cover the exact qualifications and requirements that teachers need to fulfill. An important aspect of education policy concerns the curriculum used for teaching at schools, colleges, and universities. A curriculum is a plan of instruction or a program of learning that guides students to achieve their educational goals. The topics are usually selected based on their importance and depend on the type of school. The goals of public school curricula are usually to offer a comprehensive and well-rounded education, while vocational training focuses more on specific practical skills within a field. The curricula also cover various aspects besides the topic to be discussed, such as the teaching method, the objectives to be reached, and the standards for assessing progress. By determining the curricula, governmental institutions have a strong impact on what knowledge and skills are transmitted to the students.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=74–77, 81–85}}  |2={{harvnb|Hand|2014|pp=[https://books.google.com/books?id=i2eOBAAAQBAJ&pg=PA48 48–49]}} |3={{harvnb|Murphy|Mufti|Kassem|2009|p=7}} }}</ref> Examples of governmental institutions include the [[Ministry of Education (India)|Ministry of Education]] in India,<ref>{{harvnb|MoE Staff}}</ref> the [[Department of Basic Education]] in South Africa,<ref>{{harvnb|DBE Staff}}</ref> and the [[Secretariat of Public Education]] in Mexico.<ref>{{harvnb|SEP Staff}}</ref>

[[File:Paris - UNESCO (26805816273).jpg|thumb|alt=Photo of the headquarters of UNESCO|International organizations, such as [[UNESCO]], have wielded significant influence in shaping educational standards and policies worldwide.]]

[[International organizations]] also play a pivotal role in education. For example, UNESCO is an intergovernmental organization that promotes education through various means. One of its activities is advocating for education policies, such as the treaty [[Convention on the Rights of the Child]], which declares [[Right to education|education as a fundamental human right]] for all children and young people. The [[Education for All]] initiative aimed to provide basic education to all children, adolescents, and adults by 2015, later succeeded by the [[Sustainable Development Goals]] initiative, particularly [[Sustainable Development Goal 4|goal 4]].<ref>{{multiref |1={{harvnb|UNESCO|2021|pp=[https://books.google.com/books?id=Dv4bEAAAQBAJ&pg=PA8 8–10]}} |2={{harvnb|Francois|2015|pp=[https://books.google.com/books?id=wLyDDAAAQBAJ&pg=PA30 30–32]}} |3={{harvnb|Warren|2009|p=2}}  |4={{harvnb|Yamada|2016|pp=[https://books.google.com/books?id=HeChDAAAQBAJ&pg=PA68 68–69]}} |5={{harvnb|Warren|Waltham|2009|p=42}}  }}</ref> Related policies include the [[Convention Against Discrimination in Education|Convention against Discrimination in Education]] and the [[Futures of Education]] initiative.<ref>{{multiref |1={{harvnb|UNESCO}} |2={{harvnb|International Commission on the Futures of Education|2022|loc=[https://unesdoc.unesco.org/ark:/48223/pf0000379707 Short Summary]}} }}</ref>

Some influential organizations are non-governmental rather than intergovernmental. For instance, the [[International Association of Universities]] promotes collaboration and knowledge exchange among colleges and universities worldwide, while the [[International Baccalaureate]] offers international diploma programs.<ref>{{multiref |1={{harvnb|Francois|2015|pp=[https://books.google.com/books?id=wLyDDAAAQBAJ&pg=PA30 30–32]}} |2={{harvnb|Curran|Rujas|Castejón|2022|pp=1–2}} |3={{harvnb|Bartlett|Burton|2003|pp=239–241, 245–246}} }}</ref> Institutions like the [[Erasmus Programme]] facilitate student exchanges between countries,<ref>{{harvnb|Yeravdekar|Tiwari|2016|p=[https://books.google.com/books?id=ZitwDQAAQBAJ&pg=PT182 182]}}</ref> while initiatives such as the [[Fulbright Program]] provide similar services for teachers.<ref>{{harvnb|Crawford|1986|p=81}}</ref>