Saturday, September 8, 2007

Education And Learning


Everybody gets his or her educations. The difference is that how they are educated or in other words how differ the ways they learn are, either formal or informally involved in any education.






Schooling starts when society or a group or an individual sets up a curriculum to educate people, commonly the young. From schools, every person will get knowledge and thus generates new ideas and critical thinking skills. No one can dispute the fact that education and learning may contribute to the appearance of many concepts and ideas as well as formulas from the previous chemists, physicists, mathematicians, astronomers, economists and many others.

In the most contemporary educational systems of the world, each person will face the level of primary or elementary education. This level is composed of the first year of formal, structured education that occurs during childhood. In most countries, it seems to be compulsory for children to be primarily educated. It starts when the children are four to eight years of age. The division between primary and secondary education is somewhat arbitrary, but it is generally occurs at about eleven or twelve years of age. In country like the United Kingdom, schools which provide primary education are referred to as primary schools which are often subdivided into infant schools and junior schools.



Meanwhile, secondary education consists of the second years of formal education that occur during adolescence. The purpose of secondary education can be to give common knowledge, to prepare for either higher education or vocational education, or to train directly to a profession. The other types of education are higher education, adult education and also alternative education that seems to be highly expanded year by year. Hence, it is very essential for us to fill up and prepare ourselves with common knowledge at the present. ‘Practise makes perfect’. That what’s we always hear and that will definitely work if we then trust ourselves.


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