School

[2] In these systems, students progress through a series of schools that can be built and operated by both government and private organization.

Critics of school often accuse the school system of failing to adequately prepare students for their future lives,[5] of encouraging certain temperaments while inhibiting others,[6] of prescribing students exactly what to do, how, when, where and with whom, which would suppress creativity,[7] and of using extrinsic measures such as grades and homework, which would inhibit children's natural curiosity and desire to learn.

Schools are organized in several different organizational models, including departmental, small learning communities, academies, integrated, and schools-within-a-school.

Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Empire emphasized efficiency in its war manuals.

During the Middle Ages and much of the Early Modern period, the main purpose of schools (as opposed to universities) was to teach the Latin language.

The school curriculum has gradually broadened to include literacy in the vernacular language and technical, artistic, scientific, and practical subjects.

In Denmark-Norway, this was introduced as early as in 1739–1741, the primary end being to increase the literacy of the almue, i.e., the "regular people".

However, by the 9th century, the madrassa was introduced, a school that was built independently from the mosque, such as al-Qarawiyyin, founded in 859 CE.

The Ottoman system of Külliye, a building complex containing a mosque, a hospital, madrassa, and public kitchen and dining areas, revolutionized the education system, making learning accessible to a broader public through its free meals, health care, and sometimes free accommodation.

In much of the Commonwealth of Nations, including Australia, New Zealand, India, Pakistan, Bangladesh, Sri Lanka, South Africa, Kenya, and Tanzania, the term school refers primarily to pre-university institutions.

Gurukuls were traditional Hindu residential learning schools, typically the teacher's house or a monastery.

During the Mughal rule, Madrasahs were introduced in India to educate the children of Muslim parents.

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque, or village in most regions.

The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science, and Religion.

In Germany, students graduating from Grundschule are not allowed to progress into a vocational school directly.

Instead, they are supposed to proceed to one of Germany's general education schools such as Gesamtschule, Hauptschule, Realschule or Gymnasium.

[22] In Eastern Europe modern schools (after World War II), of both primary and secondary educations, often are combined.

Bush schools are training camps that pass down cultural skills, traditions, and knowledge to their students.

Boys receive training in cultural crafts, fighting, hunting, and community laws among other subjects.

Their training is focused on how to be a proper woman by societal standards.Qur'anic schools are the principal way of teaching the Quran and knowledge of the Islamic faith.

Primary and secondary schools are either privately funded by religious institutions and corporate organisations or government-funded.

The first nine years of formal schooling is compulsory under the Universal Basic Education Program (UBEC).

[28] Tertiary institutions include public and private universities, polytechnics, and colleges of education.

These plans have included door numbering to aid public safety response for some schools.

[37] In recognition of these threats, the United Nations Sustainable Development Goal 4 advocates for upgrading education facilities to provide a safe, non-violent learning environment.

However, the fundamentals are constant: the early detection, correction, prevention, or amelioration of disease, disability, and abuse from which school-aged children can suffer.

Online classes can also make understanding the content challenging, especially when unable to get in quick contact with the instructor.

This stress is claimed to be related to standardized testing, and the pressure on students to score above average.

[45][46] According to a 2008 mental health study by the Associated Press and mtvU,[47] eight in 10 U.S. college students said they had sometimes or frequently experienced stress in their daily lives.

Practitioners of critical pedagogy maintain that such disciplinary measures have no positive effect on student learning.