G4 GUITAR Hardyston
3 Indian Field Dr, Hamburg
school point of interest establishment
Sussex County Charter School for Technology
385 N Church Rd, Sparta Township
school point of interest establishment
Sussex County Music
115 NJ-23, Hamburg
electronics store home goods store store
MindFit USA
10 Park Lake Rd, Sparta Township
health point of interest establishment
Universal Academy of Performing Arts
19 Main St, Sparta Township
electronics store home goods store store
Bill Wright School of Music
50 Woodport Rd, Sparta Township
electronics store home goods store store
Ballroom Magic
4 Franklin Lane, Vernon Township
school point of interest establishment
Swim Fitness Center
350 S Sparta Ave, Sparta Township
gym health school
Project Self-Sufficiency
127 Mill St, Newton
school point of interest establishment
Tutor Doctor of Northern New Jersey
328 Greenpond Road, Box 63, Hibernia
point of interest establishment
Fairview Lake YMCA Camps
4008, 1035 Fairview Lake Rd, Newton
health point of interest establishment
Artastic LLC / Art Academy of New Jersey LLC
322, 1836, Wanaque Ave, Pompton Lakes
point of interest establishment
C2 Education of Denville
276 E Main St, Denville
point of interest establishment
Lakeland Hills Family YMCA
100 Fanny Rd, Mountain Lakes
gym health school
C2 Education of Parsippany
122 Baldwin Rd, Parsippany-Troy Hills
point of interest establishment
C2 Education of Wayne
689 Hamburg Turnpike, Wayne
point of interest establishment
C2 Education of West Caldwell
766 Bloomfield Ave, West Caldwell
point of interest establishment

More About Education Services from Wikipedia



Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habit (psychology). Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also autodidacticism. Education can take place in Formality or Informal education 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.


Education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship.


A right to education has been recognized by some governments and the United Nations.Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes a universal right to education. ''ICESCR'', Article 13.1 In most regions, education is compulsory education up to a certain age.


Etymology


Etymologically, the word "education" is derived from the Latin ''wikt:en:educatio#Latin'' ("A breeding, a bringing up, a rearing") from ''wikt:en:educo#Latin'' ("I educate, I train") which is related to the homonym ''wikt:en:educo#Latin'' ("I lead forth, I take out; I raise up, I erect") from ''wikt:en:e-#Latin'' ("from, out of") and ''wikt:en:duco#Latin'' ("I lead, I conduct").[http://www.etymonline.com/index.php?term=educate educate]. Etymonline.com. Retrieved on 2011-10-21.


History





Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-Literacy societies, this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom of Egypt.


Plato founded the Platonic Academy in Ancient Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in CE 476.Geoffrey Blainey; ''A Very Short History of the World''; Penguin Books, 2004


In China, Confucius (551–479 BCE), of the State of Lu, was the country's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan, and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era. Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.Nuria Sanz, Sjur Bergan: "The heritage of European universities", 2nd edition, Higher Education Series No. 7, Council of Europe, 2006, ISBN, p. 136


Elsewhere during the Middle Ages, Islamic science and Mathematics in medieval Islam flourished under the Islamic caliphate which was established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.


The Renaissance in Europe ushered in a Scientific revolution and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilizations – as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.


In most countries today, full-time education, whether at school or homeschooling, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.Robinson, K.: [http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html ''Schools Kill Creativity'']. TED Talks, 2006, Monterey, CA, US.


Formal education


Formal education occurs in a learning 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, school organizational models, design of the physical learning spaces (e.g. classrooms), student-teacher interactions, methods of assessment, class size, educational activities, and more.
Primary (or elementary) education consists of the first five to seven years of formal, structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of children aged six to twelve are enrolled in primary education, and this proportion is rising.UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as ''primary schools ''or ''elementary schools''. Primary schools are often subdivided into infant schools and junior school.


In India, for example, Compulsory education#Variation in countries spans over twelve years, with eight years of elementary education, five years of primary schooling and three years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training.


Secondary

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minor (law)s, to the optional, selective Tertiary education, "postsecondary", or "Higher education" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasium (school)s, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them but is generally around the seventh to the tenth year of schooling.


Secondary education occurs mainly during the teenage years. In the United States, Canada, and Australia, primary and secondary education together are sometimes referred to as K–12 (education) education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.


Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, High school (North America)s were created, with a curriculum focused on practical job skills that would better prepare students for White-collar worker or skilled Blue-collar worker work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received higher wages.


Secondary education has a longer history in Europe, where grammar schools or academies date from as early as the 16th century, in the form of Public education, fee-paying schools, or charitable educational foundations, which themselves date even further back.


Community colleges offer another option at this transitional stage of education. They provide nonresidential junior college courses to people living in a particular area.


Tertiary (higher)

Higher education, also called tertiary, third stage, or postsecondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education. Colleges and universities mainly provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Individuals who complete tertiary education generally receive Academic certificate, diplomas, or academic degrees.


Higher education typically involves work towards a degree-level or foundation degree qualification. In most developed countries, a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right and as a source of trained and educated personnel for the rest of the economy.


University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate student (or postgraduate) level (sometimes referred to as graduate school). Some universities are composed of several colleges.


One type of university education is a liberal arts education, which can be defined as a "college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational education, or technical curriculum."
In the past, those who were disabled were often not eligible for public education. Children with disabilities were repeatedly denied an education by physicians or special tutors. These early physicians (people like Itard, Édouard Séguin, Samuel Gridley Howe, Thomas Hopkins Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. In its early years, special education was only provided to people with severe disabilities, but more recently it has been opened to anyone who has experienced difficulty learning.
While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, autodidacticism, homeschooling, and unschooling. Example alternative schools include Montessori methods, Waldorf educations (or Rudolf Steiner schools), List of Friends Schoolss, Sands School, Summerhill School, Walden's Path, The Peepal Grove School, Sudbury Valley School, Jiddu Krishnamurtis, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system.


In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Switzerland humanitarianism Johann Heinrich Pestalozzi; the United States transcendentalisms Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of educational progressivism, John Dewey and Francis Wayland Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman (writer), Frederick Mayer, George Dennison, and Ivan Illich.


Indigenous

Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, employment, and through daily interactions and shared relationships among members of society. For many learners, this includes language acquisition, cultural norms, and manners.


In informal learning, there is often a reference person, a peer or expert, to guide the learner. If learners have a personal interest in what they are informally being taught, learners tend to expand their existing knowledge and conceive new ideas about the topic being learned.
Autodidacticism (also autodidactism) is a term used to describe self-directed learning. One may become an autodidact at nearly any point in one's life. List of autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).


Open education and electronic technology


A recent meta-analysis found that online and blended educational approaches had better outcomes than methods that used solely face-to-face interaction.U.S. Department of Education, [https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies], 2010


Education sector


The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.


Schools deliver education, with support from the rest of the education system through various elements such as Education policy and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school. The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback from students for quality-assurance and improvement. Governments should limit themselves to monitoring student proficiency.


The education sector is fully integrated into society, through interactions with a large number of stakeholders and other sectors. These include parents, local communities, religious leaders, NGOs, stakeholders involved in health, child protection, justice and law enforcement (police), media and political leadership.


Several UN agencies have asserted that Comprehensive sex education should be integrated into school curriculum.


Development goals



The 2030 Agenda for Sustainable Development, adopted by the United Nations (UN) General Assembly in September 2015, calls for a new vision to address the environmental, social and economic concerns facing the world today. The Agenda includes 17 Sustainable Development Goals (SDGs), including SDG 4 on education.


Since 1909, the ratio of children in the developing world attending school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school.


Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain.Liesbet Steer and Geraldine Baudienville 2010. [http://www.odi.org.uk/resources/details.asp?id=4755&title=funding-basic-education What drives donor financing of basic education?] London: Overseas Development Institute. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified political corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.[http://www.transparency.org/news_room/latest_news/press_releases/2010/2010_02_23_aew_launch_en news room/latest news/press_releases/2010/2010_02_23_AEW_launch_en] . Transparency.org (23 February 2010). Retrieved on 2011-10-21. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.

  • partners should commit to a long-term investment in capacity development while working towards some short-term achievements;

  • outside intervention should be conditional on an impact assessment of national capacities at various levels;

  • a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade).


  • Internationalization

    Nearly every country now has Universal Primary Education.


    Similarities – in systems or even in ideas – that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program


    Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. Charities like One Laptop per Child are dedicated to providing infrastructures through which the disadvantaged may access educational materials.


    The One Laptop per Child, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations.


    In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "New Partnership for Africa's Development E-School Program" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years.


    Private vs public funding in developing countries

    Research into LCPS (low-cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarized and finding growing coverage in international policy. The polarization was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable.
    The report examined the main challenges encountered by development organizations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
    Equity: This concern is widely found in the literature, suggesting the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report findings suggest that girls may be underrepresented and that LCPS are reaching low-income families in smaller numbers than higher-income families.
    Quality and educational outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity, and pupil to teacher ratios in some countries are better in LCPSs than in government schools.
    Choice and affordability for the poor: Parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.
    Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low cost by keeping teacher salaries low, and their financial situation may be precarious where they are reliant on fees from low-income households.
    The report showed some cases of successful voucher and subsidy programmes; evaluations of international support to the sector are not widespread. Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPS, specifically how relationships of power and accountability between users, government, and private providers can produce better education outcomes for the poor.


    Educational theory


    families.
    Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as :Category:Educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
    Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology, in turn, informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).


    The intelligence–education relationship


    Learning modalities

    There has been much interest in learning modalities and styles over the last two decades. The most commonly employed learning modalities are:Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). ''The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit''. Columbus, OH: Zaner-Bloser.



    • Visual: learning based on observation and seeing what is being learned.

    • Hearing (sense): learning based on listening to instructions/information.

    • Kinesthetic: learning based on movement, e.g. hands-on work and engaging in activities.


    Other commonly employed modalities include musical, interpersonal, Verbal reasoning, logical, and intrapersonal.


    Dunn and Dunn follows a similar but more simplified approach.


    Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences.Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). ''Teaching through modality strengths: Concepts and practices''. Columbus, OH: Zaner-Bloser A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued, "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice." Researchers in educational neuroscience investigate the neural mechanisms of Reading (process), numerical cognition,
    As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative philosophy, prescriptive or Analytic philosophy) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning theory (education), to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.


    Purpose of education

    There is no broad consensus as to what education's chief aim or aims are or should be. Some authors stress its value to the individual, emphasizing its potential for positively influencing students' personal development, promoting autonomy, forming a cultural identity or establishing a career or occupation. Other authors emphasize education's contributions to societal purposes, including good citizenship, shaping students into productive members of society, thereby promoting society's general economic development, and preserving cultural values.Christopher Winch and John Gingell, ''Philosophy of Education: The Key Concepts'' (2nd edition). London:Routledge, 2008. pp. 10–11.


    Curriculum


    Instruction

    Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many course (education) like Reading (process), writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.. mckinsey.com. September 2007 With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.


    College basketball coach John Wooden the Wizard of Westwood would teach through quick "This not That" technique. He would show (a) the correct way to perform an action, (b) the incorrect way the player performed it, and again (c) the correct way to perform an action. This helped him to be a responsive teacher and fix errors on the fly. Also, less communication from him meant more time that the player could practice. on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.David Card, "Causal effect of education on earnings," in ''Handbook of labor economics'', Orley Ashenfelter and David Card (Eds). Amsterdam: North-Holland, 1999: pp. 1801–63James J. Heckman, Lance J. Lochner, and Petra E. Todd., "Earnings functions, rates of return and treatment effects: The Mincer equation and beyond," in ''Handbook of the Economics of Education'', Eric A. Hanushek and Finis Welch (Eds). Amsterdam: North Holland, 2006: pp. 307–458. Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.


    Economists Samuel Bowles (economist) and Herbert Gintis argued in 1976 that there was a fundamental conflict in American schooling between the Egalitarianism goal of democratic participation and the inequalities implied by the continued profitability of capitalist production.

  • {{Free-content attribution
    | title = Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM)
    | author =
    | publisher = UNESCO
    | page numbers =
    | source =
    | documentURL = http://unesdoc.unesco.org/images/0025/002534/253479e.pdf
    | license statement URL = http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=253479&set=0059F0B7A6_3_454&gp=1&lin=1&ll=1
    | license =
    }}


  • References



  • [https://web.archive.org/web/20050410045753/http://ucblibraries.colorado.edu/govpubs/us/edresour.htm Educational Resources] from ''UCB Libraries GovPubs''

  • [http://stats.uis.unesco.org/ReportFolders/ReportFolders.aspx?CS_referer=&CS_ChosenLang=en UNESCO Institute for Statistics: International comparable statistics on education systems]

  • [http://www.worldbank.org/en/topic/education World Bank Education]

  • [http://saber.worldbank.org/index.cfm Systems Approach for Better Education Results (SABER)]

  • [http://datatopics.worldbank.org/education/ Education Statistics (EdStats)]

  • [https://smartereducation.worldbank.org/smartereducation/ Smarter Education Systems Interactive Mapping Tool]

  • [http://gpseducation.oecd.org/ OECD Education GPS: Statistics and policy analysis, interactive portal]

  • [http://stats.oecd.org/Index.aspx?DatasetCode=RGRADSTY OECD Statistics]

  • [https://web.archive.org/web/20100704083226/http://planipolis.iiep.unesco.org/basic_search.php Planipolis: a portal on education plans and policies]

  • [http://www.iiep.unesco.org/information-services/publications/search-iiep-publications.html IIEP Publications on Education Systems]


  • Learn more about Education Services:

    https://en.wikipedia.org/wiki/Education