Sunday, January 16, 2011

Science & Technology higher education in Nepal

Science & Technology higher education in Nepal   
 
The field of science and technology had developed in the last few decades but its growth appears to be currently stagnant. Professors and those in the science field in Nepal consent that there had been progress but are disappointed with the current condition.

Panna Thapa, Dean of Kathmandu University (KU) School of Science, says, “I value the importance of science and technology for the development of any nation. Science and technology speaks only one language, and its contribution in nation building is evident throughout the world.”

With that in mind, Mohan B Gewali of the Department of Chemistry at Tribhuvan University (TU) explains how science education started in Nepal.

“It was probably the need for technical personnel such as engineers, agriculturists, physicians and foresters in the country,” he said. Back in 1919, however, India required a qualification in Intermediate of Science (ISc) and so Indian teachers taught in Nepal. Almost 20 years later, in 1949, Tri-Chandra College was the first to offer a Bachelor of Science (BSc). With the establishment of TU in 1959, various faculties of science were introduced into Nepal.

Over fifty years later, “Our graduation rate is disappointing,” says Pramod K Jha, Department of Botany, TU. He points out that in 2007/8, there was 56% Bachelor’s graduation rate in science and technology and was at 27% for Masters – statistics that do not speak well of the field. Jha also mentions that in the last half a century, TU has granted PhDs to a total of 56 science and technology students, the majority being in the biological sciences.

With such discouraging numbers and figures, the professors bring forth heavy questions such as, “Why are our institutions not working in the manner they should?” and “Who are to blame?”
Thapa sheds some slight on the situation, “Our society/parents only thought of sending their children to technological/professional areas (physicians or engineers, pharmacists etc) by asking their children to study science at ISc/+2 level.”

He sums the issue rather aptly. Beyond that, there is lack of proper implementation of existing policies, according to Thapa. “We should have put forward evidence-based (local data) revision in our policies which does not exist.” After the policy level comes the issue of resources, be it financial or manpower, which leads to the proper utilization of resources.

Ahmed H Zewail, the recipient of the Nobel Prize in Chemistry in 1999, sees four factors for unsatisfactory pace of progress in developing countries: high rate of illiteracy indicating a poor education system and low employment, limited use of human resources, strong seniority system and centralization of power, and finally, the mix-up of state laws and religious beliefs which blurs the vision for science and technology.
All of these reasons are relevant to Nepal where its educational institutions are highly flawed.
Jha says, “We seem sluggish in modifying and upgrading the syllabi.” Given that science is a field that has been and is rapidly evolving, the failure to be constantly updated is problematic.
However, Thapa adds the mentality is evolving, “Now things are little bit changed. Nepali parents are slowly realizing that there are other science and technological areas where scopes lie, like Pharmaceutical Sciences, Biotechnology, Environmental Science, Applied Physics, Human Biology etc.”
Another issue with Nepali institutions is teachers. “Our scientists/faculty members are not paid well, and this diverts their mind and commitments to other areas due to a financial crunch,” says Thapa. Many have taken to teaching at more than one campus in order to make ends meets. “If this happens, what motivation will they have to do research?” asks Jha who also notes that after being accepted to teach, teachers seldom get a chance to further their level of expertise.

For the few who do get into research, there are limited scholarships available; and those who are fortunate enough to go abroad for higher studies rarely return. The bigger issue at hand being “Research never becoming the university’s priority,” Gewali says of TU and mentions how in teaching, Nepal excels in theoretical but severely lacks in practical and implementation.
It was only in 1999 that saw the birth of the Ministry of Science and Technology, which soon turned into the Ministry of Environment, Science and Technology. Unfortunately, the TU and KU faculty lament the lack of clear vision and logic behind the establishment of the ministry. “Can we not have a single ministry in science and technology rather than a scattered structure in the government?” asks Thapa. Jha mentions that the
ministry is not taken seriously in terms of funding, travel, prospects and employment, and that those who are hired rarely have a background in science.Thapa believes there are a few things that could be done to improve the field in Nepal. “We need to have strong political commitment to focus on science and technology areas. Anticipating the importance of science and technology alone does not serve the purpose! We need to implement policies wholeheartedly.”

Along with that, Jha and Gewali believe that what needs reconstruction is the system, “The State hasn’t given the system enough importance, they need to better the resource management as education is the backbone of the country,” sums up Jha. 

Thursday, January 13, 2011

Management colleges in Nepal

Management colleges in Nepal

Management colleges in Nepal are attracting students from diverse fields as management education in the country offers great career opportunity. In fact, people from neighboring countries are also coming to the management colleges of Nepal for pursuing MBA degree courses. While some business schools in Nepal offer undergraduate courses, others offer postgraduate courses or executive MBA programme. The undergraduate management courses in Nepal or Bachelor of Business Administration (BBA) programmes are of four years duration.

The postgraduate management courses in Nepal are designed to enrich both theoretical and practical knowledge in management and also to enhance their managerial capabilities. It contains the best and the latest in management knowledge and practice to keep students updated with the evolving nature and challenges of management profession. There are also special management courses available for the professionals with experience. They are called EMBA programmes. The EMBA programme of Katmandu University School of Management allows the young corporate employees to continue their jobs while pursuing the course.

As successful completion of the management courses in Nepal from a reputed college can promise handsome remuneration to the budding managers, the number of business schools has also increased over the years. On this page, we have tried to provide a list of all the management colleges of Nepal so that a student can get all the contact details that he or she is looking for. We have tried to provide as accurate information as possible about the business schools in Nepal. However, if you come across any fault in this section, please do inform us. We would appreciate any such move that would improve the quality of the site.

Names and adresses of management colleges in Nepal with their phone/e-mail/website

Universal College,
Maiti Devi Plaza, Maiti Devi, Kathmandu,Nepal  Ph : 977-1-4442775
Email:univcollege@wlink.com.np
Website : www.uc.edu.np

Kantipur City College,
Putalisadak, Kathmandu, P.O.Box: 12837 Nepal  Ph : 977-1-4430239, 977-1-4437093
Fax: 977-1-4441417
Email : info@kcc.edu.np
Website : www.kcc.edu.np

Cosmos College of Management and Technology,
Gaushala Pinglasthan, Kathmandu, Nepal  Ph : 2151806, 448 1111
Fax:449 1111
Email : info@cosmoscollege.edu.np
Website : www.cosmoscollege.edu.np

Kathmandu Institute Of Science And Technology ( KIST ),
Kamal Pokhari, Kathmandu, P.O. Box: 3928  Email : kist@info.com.np
Website : www.kist.edu.np

Thaames International College,
BattisPutali Kathmandu  Ph : 977-1-4473219
Fax: 977-1-4701824
Email : info@collegekhoja.com
Website : www.thaamescollege.edu.np

Nobel College,
P.O. Box:12160, Sinamangal Kathmandu, Nepal  Ph : 4471137,4781401
Email :infocol@nobel.edu.np
Website : nobel.edu.np

ACE Institute of Management,
Naya Baneshwor Kathmandu, Nepal  Ph :4469019, 4474712
Email : ace@ace.edu.np
Website : www.aim.edu.np

Alliance International Inc.,
2nd Floor Siddharth Bhavan, Kantipath GPO BOX 19924, Kathmandu, Bagmati  Ph : 01-4227232,4222994,2010379
Fax: 977-1-4238046
Email : aceeducator@mail.com.np

Pinnacle College,
Lagankhel (Eastern Part of bus park), Lalitpur, Nepal  Ph : 5544023, 5544024
Email : adpinnacle@wlink.com.np
Website : www.pinnacle.edu.np
 
Global College of Management,
Mid-Baneshwor,Basuki Marga P.O.Box No.24855,Kathmandu  Ph : 4488312, 4472083
Email : info@proed.edu.np
Website : www.proed.edu.np

Prime College,
Naya Bazar, Khusibu, Kathmandu G.P.O Box # 9809  Ph : 4360180,4360182
Fax: 4362480
Email : pcmit@wlink.com.np
Website : www.prime.edu.np

Dav College,
P.O.B. 929 Jawalakhel, Lalitpur  Ph :5536626
Fax: 5546440
Email : dav@wlink.com.np
Website : www.davcollege.edu.np 

Shubhashree College,
Teenkuney P.O. Box:4289 kathmandu, Kathmandu, Bagmati  Ph :4460397

Einstein Academy,
Thasikhel, Mahalaxmi Chowk, Ring Road, Lalitpur-14, Nepal G.P.O. Box: 8975, EPC 719  Ph :977-1-5530818, 5544739
Fax: 977-1-5549155
Email : krrai@wlink.com.np
Website : www.einsteinacademynepal.com 

Hope International College,
Satdobato, Lalitpur, Nepal GPO Box No : -8975 EPC 1365  Ph :5545167, 5544736,
Email : hope@mos.com.np
Website : www.hopenepal.com

Everest College,
Thapathali, Kathmandu, Nepal  Ph :4231460 / 4266652
Email : info@evecol.com
Website : www.evecol.com

APEX College,
GPO Box 19691, Baneshwor Baneshwor, Kathmandu, Bagmati  Ph :4467922, 4478841
Fax: 01-4467923
Email : apex@apexcollege.edu.np
Website : www.apexcollege.edu.np

Kathmandu Don Bosco College,
P.O. Box: 10736, New Baneshwor, Kathmandu  Ph :4781230/4780902
Fax: 4781974
Email : kdbc@mos.com.np
Website : www.kathdonbosco.edu.np

Lord Buddha Education Foundation,
LBEF Campus,199/31,Maitidevi Marg, Opp.Maitidevi Temple, Kathmandu. Nepal  Ph :977-1-4411805/4424431
Fax: 977-1-4443468
Email :info@lbef.org
Website : www.lbef.org

Bagmati Modern College,
Naxal,Kathmandu,Nepal kathmandu Kathmandu, Bagmati  Ph :4427632,4436501,4415787
Email : info@collegekhoj a.com

Kathmandu College Of Management (KCM),
Gwarko, Lalitpur, Nepal,  Ph : 977-1-5201997, 977-1-5200746
Fax: 977-1-5550434
Website : www.kcm.edu.np

National Multiple College,
Bakhundole (Kopundole Height) Lalitpur, Bagmati  Ph :01-5532854,01-5528697
Email : nispatan@wlink.com.np
 
Nepal College Of Management,
GPO Box: 1138 Naya Baneshwor, Kathmandu, Nepal  Ph :4115690
Fax: [977 1] 4115563
Email : ncm@wlink.com.np
Website : www.ncm.edu.np

Kantipur Valley College,
Kumaripati, Lalitpur Kathmandu, Bagmati  Ph :5538233
Email : info@collegekhoja.com

Kantipur College of Management and Information Technology,
PBO:19344 Madhya Baneshwor Marga, Kathmandu, Nepal  Ph :0977-01-4495045,4471736
Website : www.kcmit.edu.np

Lalitpur College,
Kopundole, Lalitpur  Ph :977 01 5524284, 977 01 5522535
Fax: 977 01 5521219
Email : info@lalitpurcollege.edu.np
Website : www.lalitpurcollege.edu.np

Bishnumati (BST) College,
Gongabu, opposite New Bus Park  Ph :00977-4354704 / 353708
Email : bstcollege@wlink.com.np
Website : www.bstcollege.edu.np

National Open College,
EPC 1665 GPO 8975, Kathmandu, Sanepa Ring Road, Lalitpur, Nepal  Ph : 977-1-5548098/5520326
Email : noc@ntc.net.np
Website : www.noc.edu.np
 
Capital College And Research Center,
GPO Box 9737, Koteshwor (Near Balkumari Bridge), Kathmandu  Ph :4602056, 4600723
Fax: 4600369
Email : ccrc@wlink.com.np
Website : www.ccrc.edu.np
 
Unique College Of Management,
Kumaripati lalitpur, Lalitpur, Bagmati  Ph :01-5538625
Email : uniquecm@gmail.com

FW Taylor H.S and College,
PO Box 8545, Kalikasthan Kathmandu, Bagmati  Ph :01-4418046, 01-4442717
Email : fwtaylor@wlink.com.np
 
Bernhardt College,
Tahachal Garden, Kalimati, GPO: 5534 Kathmandu, Nepal  Ph :4-270160, 4-270405, 4-270679
Fax: 977-1-4439921
Website : www.bernhardt.edu.np 

Tilottama Campus,
Yogikuti, Butwal-Rupandehi Lumbini Zone, Nepal, P.O.Box: 41  Ph :071-542659, 548659
Email : tilottama_btw@wlink.com.np
Website : www.tilottama.edu.np

Nepal Institute of Management and science ( NIMS ),
Lagankhel Lalitpur, Bagmati  Ph :01-5535872,5523120
Fax: 01-5522259
Email : info@nims.edu.np

People's Campus,
Paknajol, Kathmandu, Nepal – P.O. Box: 20336  Ph :4251412, 4251990
Fax: 977 1 4257506
Email : pcampus@wlink.com.np
Website : www.peoplescampus.edu.np 

Bright Vision College,
Satdobato, Ring Road side to Chapagaun Lalitpur, Bagmati  Ph :01-5555864,5536187,5537529
Email : bvcollege@wlink.com.np

Gyankunj College,
Ravibhawan,Machhagate Kathmandu, Bagmati  Ph : 01-4272831,4272334
Fax: 977-01-4272334
Email : gankunj@hotmail.com

Crimson Int'l College,
P O Box 10778 New Baneshwor, Shankhamul Chowk, Kathamandu  Ph :4784628,4782414
Email :info@crimson.edu.np
Website : www.crimson.edu.np

Campion College,
Kupondole, Lalitpur, Nepal, GPO 1415  Ph :5521753, 5531436
Email : ccollege@wlink.com.np
Website : www.campionnepal.org

KITS College of Science and Management,
GPO Box : 11989, Kamaladi, Kathmandu  Ph :977-1-4221875, +977-1-4251409
Email : info@kits.edu.np
Website : www.kits.edu.np
 
Nepal Institute Of Management And Science ( NIMS),
Lagankhel Lalitpur, Bagmati  Ph : 01-5535872,5523120
Fax: 01-5522259
Email : info@nims.edu.np

Reliance International Academy (RIA),
Saraswati Nagar, Chabahil, Kathmandu, Nepal POB : 809  Ph :4478836, 4461445
Email : www.rianepal.edu.np

Brookfield College,
Sinamangal, Kathmandu, Nepal  Ph :4470646,4492597
Email : info@brookfield.edu.np
Website : www.brookfield.edu.np

Birgunj Public College,
Panitanki, Birgunj-10 Birgunj Parsa, Narayani  Ph :051-532198,526138
Fax: 051-528447
Email : bpc_deepak@yahoo.com

Friday, January 7, 2011

Higher secondary education in Nepal


Higher secondary education in Nepal, a backdrop

It is said that education is a life long process, but the basic education that one gets during the formative year definitely contributes to the shaping of one's future and outlook. This is where; the school and high school education assumes importance.

Today's school is not merely a school it is much more.
Its teachers and staff together with the guardians and students give it a wholesome environment. As student not only finds a guru here but guides and friends for life. It is a place to inculcate the fundamentals of honored values. The education of the weak brains between the ages of 17 - 18 is counted within the school education in the international arena.

Further the students of this age group require a disciplined environment of the schools rather than that of the universities because of their sensitive age factor. It was precisely for these kinds of reasons than the educational planner, administrator, pedagogues and experts took the initiative to bring about a change in the existing educational structure by incorporating two more years of schooling in it, grade XI and grade XII, known as higher secondary level.

For this purpose, two important seminars were organized in which educational professionals and responsible authorities participated and eventually concluded with a consensus that the 10 + 2 system be established and operated with optimum efficiency and effectiveness.

Following this outcome, Government of Nepal decided to introduce the Higher Secondary Education Act, which came into effect in 1989 A.D. Later, as stipulated in the Act, the Higher Secondary Education assembly was constituted under the chairmanship of the Minister of Education.

Subsequently Higher Secondary Education Board (HSEB) was established in 1989 under the Higher Secondary Education Act.
The board is involved in running the 10 + 2 system in the country.

Nepal National Commission of Education 1992 recommended the importance of the 10 + 2 structure in the education system and viewed it as the first step towards specialization.

Incorporating extra two years in school education was a change in the existing educational structure aiming at meeting the middle level manpower and imparting necessary knowledge and skills to the students pursuing further education.

The higher secondary education in Nepal, is nothing more than the result of globalization, a need to come in terms with the global markets when the world is turning into a global village, and the countries, borderless.
Today is the time of multiculturalism, where every voice from every country is striving to have their say. Today the situation may be viewed as an indeterminate set of attitudes that has been shaped by various diversities of cultural and intellectual currents.

Here, education cannot be separated from this politics of existence because it is only through education that one can prove them.

Today's world with its constant and extensive interaction between people of different countries demands a system and standard of education that can earn international recognition.

On the other hand no education system will be viable if it has no relevance to the community and its environs. So, the Higher Secondary Education is a critical stage in development of the human resources essential for economic development and social progress of the country.

Passing various difficult phases with the passage of time, education is gradually getting due priority in the regions of our country.
The 856 higher secondary schools at present and the possibility of its proliferation show that the establishment of the Higher Secondary Education Board will be justifiable in the future to come.

 
Specified Objectives

The structure of school education in Nepal:
  Primary Level (grade 1 - 5)
  Lower Secondary (grade 6 - 8)
  Secondary (grade 9 - 10)
  Higher Secondary (grade 11 - 12)

The ninth plan as well as the tenth plan (current five year plan) of the government is determined to implement special programs for reducing caste-based, gender based and other inequalities in both secondary and higher secondary levels. The plan also says the proficiency certificate level programs of the universities will be phased out to higher secondary schools.

The report of the Nepal National Commission of Education (1992) reiterated the earlier recommendation to include the 10 + 2 program in the education system, and also viewed it as the first step towards specialization. However, it was felt that the program should essentially focus on the need for meeting the requirements of middle level manpower, and for imparting necessary knowledge and skills to the students pursuing further education.

 
Specifically, the objective of Higher Secondary Education then are to:
Prepare students for the world of work especially in meeting middle level manpower requirements in different fields.

Prepare students for general higher education and for professional disciplines.

Prepare the youth with competitive strength required for a patriotic, disciplined and productive human resources while contributing to the shaping of one's future and outlook.

Adopt a system of greater equality in opportunities by reducing by reducing regional and ethnical disparity and promoting female participation.

Aim to produce the ambassadors of culture, who irrespective of caste, class, gender and ethnicity respect the cultures that exist in human society and the politics of plurality.

 
Function of Higher Secondary Education Board
The main functions are as follows:
Granting approval for + 2 schools.

Developing and revising curricula and textbook materials.

Conducting examinations and publishing results.

Awarding certificates to Higher Secondary graduates.

Supervising and monitoring Higher Secondary School programs. I

Implementing plans and programs for improving Higher Secondary Education.

Recruiting technical, professional and administrative staff.

Designing and implementing training programs for +2 school teachers and other staff.

Conducting seminars and workshops.

Undertaking research activities, which focus on various issues in this field.

Keeping liaison with various national and international institutions.

Higher secondary education in Nepal

Schools in Nepal

List of schools in Nepal
A

Adarsh English Boarding School
Adarsha Vidya Mandir

B

Banepa Valley School
Basu Higher Secondary School
Bhanubhakta Memorial Higher Secondary School
Birendra Sainik Awasiya Mahavidyalaya
Blooming Lotus English School
The British School, Kathmandu
Budhanilkantha School

C

Chitwan English Boarding School

D

Delhi Public School, Biratnagar
Durbar High School

E

Eden National Boarding School
Emerald Academy

G

Galaxy Public School
Gandaki Boarding School
Gorkha United Public Higher Secondary School
 G cont.Gundu English Secondary School, Suryavinayak, Bhaktapur
Gyankunj School
Gyanodaya Bal Batika School

H

Himalaya Secondary School
Holy Land International School

K

Kantipur City College
Kantipur English High School
Kathmandu University High School
Khairahani Secondary School, Khairahani Chitwan

L

Lincoln School, Kathmandu
Little Angels' School

M

Mahendra Higher Secondary School
Manokamana academy biratnagar
Miniland English High School
Modern Nepal Academy
Mount Everest Boarding School

N

Navjyoti English School
Nepal College of Accountancy
 N cont.Nepal Police School
Notre Dame School Bandipur Nepal

P

Paropakar Adarsha Uccha Madhyamik Vidhalaya
Parvat Secondary Boarding School
Pragati Pravat higher secondary school

S

Sainik Awasiya Mahavidhyalaya, Pokhara
SOS Hermann Gmeiner Higher Secondary School
St. Xavier's School, Godavari
St. Xavier's School, Jawalakhel
Siddhartha Vanasthali School
Siddhi Vinayak Boarding School
Sun Rise English School

T

Tri-Ratna Secondary School

U

Udayapur Secondary English School
Ullens School

Y

Yashodhara Secondary School

Thursday, January 6, 2011

School Leaving Certificate (S.L.C.)

SCHOOL LEAVING CERTIFICATE (SLC)

The School Leaving Certificate (SLC) is the final examination in the secondary school system of Nepal. Every student must take this examination after completing the 10th grade of their study before they join higher secondary or intermediate level education. The SLC examination is normally scheduled in April to June of every year. It is known as the "iron barrier" in Nepal as the students who fail it cannot proceed further in their study.

Examination centers

Nepal is divided into five regions and each region is further divided into many examination centers. The examination paper differs from region to region but is the same within one single region. Every examination takes place at the same time throughout the whole country.

Results

About three months after the completion of the SLC, the results are published by the Examination Control Board. Students are categorized into five divisions according to their score:

    * Distinction - above 80%
    * First Division - 60% to 79%
    * Second Division - 45% to 59%
    * Third Division - 33% to 44%
    * Failed - below 33%

Despite such a low percentage requirement to pass the examination, many students (more than 50%), mostly students of governmental schools in rural areas of Nepal, still fail it every year because of the difficulty level that the exam has. Since government schools are known for being less rigorous to students as compared to the private schools, government school students are reportedly more likely to be in the pool of students who do not pass the exam.

The result of the SLC is very important to an individual student, since students with high percentage are able to obtain various scholarships for their higher studies.

Education in Nepal

EDUCATION IN NEPAL

Education in Nepal has only recently been developing, putting plans into action that will result in ongoing improvements. Several international organizations are involved in assisting Nepal with its education system and in educating children in rural areas of the country. Educational development in Nepal is seen as vital to cut-down the poverty rate as well as to promote community development. With this in mind Nepal's government continues to undo the damage the previous governmental regime inflicted on Nepal's education system.

For many years, during the rule of Nepal by the Rana family, education was suppressed. The Rana regime feared a public that was educated. Prior to World War Two however English middle and high schools were established in several villages along with an all-girl's high school in Kathmandu. As Gurkha soldiers returned to the villages with their new-found skills of reading and writing, education became more important to local people. Soon high-caste families would send their children to university who in turn began the anti-Rana sentiment ending the oppressive regime in 1951. Despite the establishment of an education system in Nepal, poorer families could not afford to send their children to school and also needed their children to work on the farms. Primary education was offered for free by the government as of 1975. Sadly, however, caste separation has denied many access to an education. Another factor holding some back from an education is that facilities are only in urban areas and it is expensive to send children to live in the towns. Illiteracy in Nepal sits at about 58%, 72% of which are women. Nonetheless, these statistics reflect a great advancement for Nepal.

Nepal's education system has been largely based on that of the United States and has received much assistance in forming a curriculum from various NGO's. Primary education runs from grade 1 through 5. Secondary education consists of lower secondary (grade 6 to 8), upper secondary (grade 9 to 10) and higher secondary (grade 11 to 12). Students will receive a School Leaving Certificate after completing grade 10. The streams for higher secondary education are education, science, commerce and humanities after which they receive a Higher Secondary Certificate. Students have the option of attending Basic Technical Schools after grade 5 to be awarded a Training Level Certificate.

Nepal's education system can look forward to continued improvements in the future under the guidance of the Government of Nepal's Ministry of Education - all aimed at promoting an educated and productive nation.

Education

EDUCATION

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".[1]

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.

Systems of formal education
Education is the process by which people learn:
    * Instruction refers to the facilitating of learning, usually by a teacher.
    * Teaching refers to the actions of a real live instructor to impart learning to the student.
    * Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.

Primary education
Primary educationPrimary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842.
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[2] 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 for children to receive primary education. 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. Primary schools in these countries are often subdivided into infant schools and junior school.
Secondary education

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 minors, to the optional, selective tertiary, "post-secondary", or "higher" 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, gymnasiums, 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, 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.

The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, the grammar school or academy existed from as early as the 16th century; public schools or fee-paying schools, or charitable educational foundations have an even longer history.
Higher education

The University of Cambridge is an institute of higher learning.
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally 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.