Higher education is tertiary education leading to award of an academic degree. Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education. It represents levels 6, 7 and 8 of the 2011 version of the International Standard Classification of Education structure. Tertiary education at a non-degree level is sometimes referred to as further education or continuing education as distinct from higher education.
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices. Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some particular ends. Beliefs about reading and writing and its value for society and for the individual always influence the ways literacy is taught, learned, and practiced over the lifespan.
Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy is not restricted to one medium and is understood as a set of competencies that are essential for work, life, and citizenship. Media literacy education is the process used to advance media literacy competencies, and it is intended to promote awareness of media influence and create an active stance towards both consuming and creating media. Media literacy education is part of the curriculum in the United States and some European Union countries, and an interdisciplinary global community of media scholars and educators engages in knowledge and scholarly and professional journals and national membership associations.
Wangarĩ Muta Maathai was a Kenyan social, environmental and a political activist and the first African woman to win the Nobel Peace Prize. As a beneficiary of the Kennedy Airlift, she studied in the United States, earning a bachelor's degree from Mount St. Scholastica and a master's degree from the University of Pittsburgh. She went on to become the first woman in East and Central Africa to become a Doctor of Philosophy, receiving her PhD from the University of Nairobi in Kenya.
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.
Education in Rwanda has undergone considerable changes throughout Rwanda's recent history, and has faced major disruptions due to periods of conflict. Education was divided by gender whereby women and men had a different education relevant to their responsibilities in day-to-day life. Women were mostly taught housekeeping while men were mainly taught how to hunt, rear animals, and fish. This is because Rwanda was a community based society where every member had a specific contribution to the overall development of the community. Older family members like grandparents usually took on the role of Educators.
The right to education has been recognized as a human right in a number of international conventions, including the International Covenant on Economic, Social and Cultural Rights which recognizes a right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all with the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education. In 2021, 171 states were parties to the Covenant.
Global Young Greens (GYG) is an emerging global organisation supporting and consolidating the efforts of young people working towards social justice, ecological sustainability, grassroots democracy and peace. GYG is a joint project of over 70 youth organisations and many hundreds of individuals, including the Federation of Young European Greens, Asia Pacific Young Greens Network, Cooperation and Development Network Eastern Europe, Young Volunteers for the Environment and others. GYG is a non-profit organisation under Belgian law.
Education in Mozambique is organized by three main stages: primary education, secondary education and higher education. Although having a national public education system, several educational programmes and initiatives in Mozambique are mainly funded and supported by the international community.
Education in Angola has six years of compulsory education, under the Angolan Education Law (13/01) of 31 December 2001. Basic adult literacy continues to be low, but there are conflicting figures from government and other sources. It is difficult to assess literacy and education needs. According to 2015 estimates, the literacy rate in Angola is 71.1% . On the other hand, the university system has been developing considerably over the last decade.
Craig Kielburger is a Canadian human rights activist and social entrepreneur. He is the co-founder, with his brother Marc Kielburger, of the WE Charity, as well as We Day and the independent, social enterprise Me to We. On April 11, 2008, Kielburger was named a member of the Order of Canada.
The African Leadership Academy (ALA) is an educational institution located in the outskirts of Johannesburg, South Africa, for students between the ages of 16 to 19 years old, with current alumni coming from 46 countries.
Fahamu is a not-for-profit organisation committed to serving the needs of organisations and social movements that inspire progressive social change and promote and protect human rights. It has played a pioneering role in using new information and communication technologies to support capacity building and networking between civil society and human rights organisations. Fahamu has offices in the United Kingdom, South Africa, Senegal and Kenya. Fahamu's core tools to build capacity and engage civil and human rights organisations are the publication of Pambazuka News, on-line distance learning courses on human rights and social justice and the application of new technologies such as SMS for information dissemination, lobbying and interaction purposes.
Operation Day's Work is a solidarity program based on volunteering by high school students. It was implemented in Norway to honor the former Secretary-General of the United Nations, Dag Hammarskjöld.
Kumi Naidoo is a human rights and climate justice activist. He was International Executive Director of Greenpeace International and Secretary General of Amnesty International. Naidoo served as the Secretary-General of CIVICUS, the international alliance for citizen participation, from 1998 to 2008. As a fifteen-year old, he organised students in school boycotts against the apartheid regime and its educational system in South Africa. Naidoo’s activism went from neighbourhood organising and community youth work to civil disobedience with mass mobilisations against the white controlled apartheid government. Naidoo is a co-founder of the Helping Hands Youth Organisation. He has written about his activism in this period in his memoirs titled, Letters to My Mother: The Making of a Troublemaker. In the book Naidoo recounts the day of his mother’s suicide when he was just 15 and how it became a catalyst for his journey into radical action against the Nationalist Party’s apartheid regime.
Human rights in South Africa are protected under the constitution. The 1998 Human Rights report by Myles Nadioo noted that the government generally respected the rights of the citizens; however, there were concerns over the use of force by law enforcement, legal proceedings and discrimination. The Human Rights Commission is mandated by the South African Constitution and the Human Rights Commission Act of 1994, to monitor, both pro-actively and by way of complaints brought before it, violations of human rights and seeking redress for such violations. It also has an educational role.
Females in Nigeria have a basic human right to be educated and this right has been recognized since the 1948 adoption of the Universal Declaration on Human Rights. According to a report in 2014, female education has an important impact on the development of a stable, prosperous and healthy nation state resulting in active, productive and empowered citizens. Educating girls develop growth rates, encourages independence of the girl child and reduces social disparities. In 2009, the Nigerian Population Council (NPC) observed that women with higher educational qualifications are more likely to be in formal wage employment than those at the level of primary school education.
Legal awareness, sometimes called public legal education or legal literacy, is the empowerment of individuals regarding issues involving the law. Legal awareness helps to promote consciousness of legal culture, participation in the formation of laws and the rule of law.
Global education is a mental development program that seeks to improve global human development based on the understanding of global dynamics, through the various sectors of human development delivery. In formal education, as a mode of human development delivery, it is integrated into formal educational programs, as an advanced program where global dimensions to local problems are appreciated through interconnectivity. Its first phase began as an undertaking to restructure education and society in the 1960s and 1970s, through the initiatives of educationalists, NGOs and intergovernmental organizations. The program evolves with the internet, and is in its virtual interconnectivity phase, through social media and other global public spheres. This global approach to mental development, seeks to fix the failing curriculum-based global education program that is: stuck in limited subject knowledge, based on theories that have failed the world ;hinged on memorization without visual exposure to knowledge development resources and global culture, limited by access to human development resources. Instead, the program seeks to improve the global mental resources pool through the appreciation of global dynamics and local perspectives on issues. This is through alternative motivations for global human development, and alternative global futures hinged on interconnectivity.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
