In economic terms, goods are commonly classified based on the characteristics of rivalry and excludability, and this classification is useful for understanding the nature of education as a sector. A public good is defined as a good that is non-rivalrous and non-excludable. Non-rivalry means that one person’s consumption of the good does not reduce the availability of the good for others, while non-excludability implies that it is difficult or impossible to prevent individuals from accessing the good once it is provided. In contrast, a private good is both rivalrous and excludable, meaning that its consumption by one individual limits its use by others, and access can be restricted through price or other mechanisms. Within the context of education, particularly from the perspective of distance education, both public good and private good characteristics can be observed, making education a complex and hybrid economic entity. Education as a public good is often justified on the basis of its broad social benefits. When education is made widely available, especially through public institutions and open and distance learning systems, society as a whole gains from a more informed, skilled, and productive population. For example, literacy, basic education, and general