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Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
An alternative school is an educational establishment with a curriculum and methods that are nontraditional. Such schools offer a wide range of philosophies and teaching methods; some have strong political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
The Carnegie Corporation of New York is a philanthropic fund established by Andrew Carnegie in 1911 to support education programs across the United States, and later the world.
The history of education in Africa can be roughly divided into pre- and post- colonial periods. Since the introduction of formal education to Africa by European colonists, African education, particularly in West and Central Africa, is characterised by both traditional African teachings and European-style schooling systems. The state of education reflects not only the effects of colonialism, but instability resulting from and exacerbated by armed conflicts in many regions of Africa as well as fallout from humanitarian crises such as famine, lack of drinking water, and outbreaks of diseases such as malaria and Ebola, among others. Although the quality of education and the quantity of well-equipped schools and teachers has steadily increased since the onset of the colonial period, there are still evident numerous inequalities in the existing educational systems based on region, economic status, and gender.
Outdoor education is organized learning that takes place in the outdoors, typically during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.
Dropping out refers to leaving high school, college, university or another group for practical reasons, necessities, inability, apathy, or disillusionment with the system from which the individual in question leaves.
Opportunity International is a 501(c)(3) nonprofit organization chartered in the United States. Through a network of 47 program and support partners, Opportunity International provides small business loans, savings, insurance and training to more than 14 million people in the developing world. It has clients in more than 20 countries and works with fundraising partners in the United States, Australia, Canada, Germany, Switzerland, Singapore, Hong Kong and the United Kingdom. Opportunity International has 501(c)(3) status as a tax-exempt charitable organization in the United States under the US Internal Revenue Code.
An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. A school's effort to at-risk students is essential. For example, a study showed that 80% to 87% of variables that led to a school's retention are predictable with linear modeling. In January 2020, Governor Newsom of California changed all references to "at-risk" to "at-promise" in the California Penal Codes.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
Education in Zimbabwe under the jurisdiction of the Ministry of Primary and Secondary Education for primary and secondary education, and the Ministry of Higher and Tertiary Education, Science and Technology Development for higher education. Both are regulated by the Cabinet of Zimbabwe. The education system in Zimbabwe encompasses 13 years of primary and secondary school and runs from January to December. The school year is a total of 40 weeks with three terms and a month break in-between each term.
Teachers Without Borders (TWB) is an international organization launched in 2000 with a mission to connect teachers to information and each other in order to close the education divide and based upon the premise that teachers are community change agents and key catalysts of global development priorities. The organization was founded by Dr. Fred Mednick, a former principal.
Librarians Without Borders is an international nonprofit organization with headquarters located in London, Ontario, Canada. This is not to be confused with Libraries Without Borders, which has its headquarters in France, Belgium, Canada and Switzerland, or Bibliothécaires Sans Frontières, a now defunct French nonprofit. The organization is overseen by student committees at five Canadian Universities and a volunteer Executive Team and Board of Directors. Librarians Without Borders seeks to provide access to information in communities worldwide by creating partnerships with local people and local librarians. Librarians Without Borders engage in a number of outreach programs created to inspire a love of learning, community engagement and citizen scientists. Members are located in over 75 countries with the majority in Canada and the United States.
Students for the Exploration and Development of Space (SEDS) is a non-profit international student organization whose purpose is to drive space advocacy of space exploration and development through educational and engineering projects.
Children of migrant workers struggle to achieve the same level of educational success as their peers. Relocation causes discontinuity in education, which causes migrant students to progress slowly through school and drop out at high rates. Additionally, relocation has negative social consequences on students: isolation from peers due to cultural differences and language barriers. Migrant children, defined as those who relocate because of involvement with agriculture-related industries or other seasonal work, are also at a disadvantage because the majority live in extreme poverty and must work with their parents to support their families. These barriers to equal educational attainment for children of migrant workers are present in countries all over the world. Although the inequality in education remains pronounced, government policies, non-governmental organizations, non-profits, and social movements are working to reverse its effects.
Africa's Children-Africa's Future (AC-AF) was founded in 2006 and was recognized as a registered charity in 2009. The organization conducted programming in Canada and Tanzania to encourage the empowerment of children and youth in response to the various challenges posed by the AIDS pandemic. AC-AF's programming offered grassroots responses and sustainable solutions to build, strengthen and support community resources. Due to significant reforms in funding opportunities, the organization was forced to close its doors in 2014.
Youth in Africa constituted 19% of the global youth population in 2015, numbering 226 million. The United Nations defines youth as people aged 15 to 24 years. By 2030, it is predicted that the number of youths in Africa will have increased by 42%. Africa's population as a whole is very young, with 60% of the entire continent aged below 25, making it the youngest continent in the world, in relation to its population makeup. All of the world's top 10 youngest countries by median age are in Africa, with Niger in first place with a median age of 15.1 years. There is contention among critics and analysts over what this demographic dividend could mean for African nations; some believe that, with effective governance, the economy could significantly benefit and develop, whilst others have argued that a large, poorly-managed youth population may lead to greater instability and civil conflict.
Jean Emily Fairfax was an American educator, civil rights worker, community organizer, and philanthropist whose efforts have focused on achieving equity in education, especially for poor African Americans. She served as Director of Community Services of the NAACP from 1965 to 1984.
Gilmore High School, also called Cincinnati High School, was established by Rev. Hiram S. Gilmore in 1844 to provide secondary education for African-American students. Students at the school in Cincinnati, Ohio, came from across the country, including the children of white Southern planters and the African Americans they enslaved.
Disability in Kenya "results from the interaction between individuals with a health condition with personal and environmental factors including negative attitudes, inaccessible transport and public buildings, and limited social support. A person's environment has a huge effect on the experience and extent of disability." Having a disability can limit a citizen's access to basic resources, basic human rights, and social, political and economic participation in Kenyan society. There are three forms of limitation of access linked to disability: impairment, disability, and handicap. An impairment is "the loss or abnormality of psychological, physiological or anatomical structure or function." A disability results from an impairment as "the restriction or lack of ability to perform an activity in the manner considered normal for a human being", and the requirement for accommodation. Finally, a handicap "results from a disability, and limits or prevents the fulfilment of a role that is normal for that individual."
References
- 1 2 "History". Education without Borders. Retrieved 9 May 2018.
- ↑ "Education without Borders: Programme Coordinator". NGO Pulse. 16 January 2014. Retrieved 6 November 2017.
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