Academic Organizations - Types of Academic Institutions Include

Types of Academic Institutions Include

  • Primary schools - (from French école primaire) institutions where children receive the first stage of compulsory education known as primary or elementary education. Primary school is the preferred term in the United Kingdom and many Commonwealth Nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). In some countries, and especially in North America, the term elementary school is preferred. Children generally attend primary school from around the age of four or five until the age of eleven or twelve.
  • Secondary schools - institutions where the final stage of compulsory schooling, known as secondary education, takes place. It follows on from primary or elementary education. There are many different types of secondary school and the terminology used varies around the world. Children usually transfer to secondary school between the ages of 11 and 14, and finish between the ages of 16 and 18, though there is considerable variation from country to country. In North America the term high school is often used as a synonym for secondary school.
  • Advanced educational institutions, also known as tertiary schools or schools of higher education - Tertiary education, also referred to as third stage, third level, and post-secondary education, is the educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium. Higher education is normally taken to include undergraduate and postgraduate education, while vocational education and training beyond secondary education is known as further education.

These types of institutions can be further broken down by the type of education they offer and the form of funding they use.

Read more about this topic:  Academic Organizations

Famous quotes containing the words types of, types, academic, institutions and/or include:

    The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.
    Loris Malaguzzi (1920–1994)

    He’s one of those know-it-all types that, if you flatter the wig off him, he chatter like a goony bird at mating time.
    —Michael Blankfort. Lewis Milestone. Johnson (Reginald Gardner)

    If twins are believed to be less intelligent as a class than single-born children, it is not surprising that many times they are also seen as ripe for social and academic problems in school. No one knows the extent to which these kind of attitudes affect the behavior of multiples in school, and virtually nothing is known from a research point of view about social behavior of twins over the age of six or seven, because this hasn’t been studied either.
    Pamela Patrick Novotny (20th century)

    The American people owe it to themselves, and to the cause of free Government, to prove by their establishments for the advancement and diffusion of knowledge, that their political Institutions ... are as favorable to the intellectual and moral improvement of Man as they are conformable to his individual and social rights.
    James Madison (1751–1836)

    Men subsequently put whatever is newly learned or experienced to use as a plowshare, perhaps even as a weapon: but women immediately include it among their ornaments.
    Friedrich Nietzsche (1844–1900)