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The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. In this sense, it is equivalent to what social scientists term socialization or enculturation.

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The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.

As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.

New empirical results show the importance of both minimal and high level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. Education, as a discipline, is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).

International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. Education can be thought of as the transmission of the values and accumulated knowledge of a society.

Some restrictions on educational freedom are discussed in censorship.

For an analysis of pupil attributes, see intelligence, human; learning theory; psychological testing.

For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education.

For a description of education in various specialized fields, see historiography; legal education; medical education; science, history of.

Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy, identification, and imitation.

Primitive children, before reaching puberty, learn by doing and observing basic technical practices.

This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating.

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