education

"Our children are starving for people who can provide them with practical skills that will allow them to build a life for themselves. There are many adults who have those skills and would love the opportunity to prepare [children] for a jobs-based economy, if only they were allowed. There are welders, machinists, lawyers, artists, graphic designers, writers, accountants and more out there, all with skills our children need. …Why shouldn’t any principal at a public school have the option to hire someone like me with significant real-world experience?"

"Freedom of expression, association, and education are important, intimate, and public rights but in an ideal list or hierarchy they come after [ freedom of religion or belief ], and it can even be argued that they derive from it."

"When schools cloak spiritual practices in the language of science, they bypass parental authority and compromise the religious freedom of students."

"In 2010, a Bolivian law granted to the state a monopoly on the formation of teachers. As a consequence, private institutions were gradually closed, including the Catholic Sedes Sapientiae and a parallel Adventist college. The question at issue is whether states are entitled to create monopolies in certain fields of higher education that exclude private academic institutions, including those inspired by specific religious values."

"The refusal to register Segero Unam Christian Academy raises serious questions about the state of freedom of religion or belief in South Korea. When neutrality is interpreted to exclude faith‑based education from legal recognition, it becomes a tool of exclusion rather than fairness. When a pastor’s public advocacy for constitutional freedoms is treated as disqualifying “political activity,” the boundary between education policy and ideological policing becomes dangerously thin."

"Assessment of prior experiential learning (APEL) ... can grant visibility to outsider knowledge that is valuable for its divergence from academic ways of knowing, not only its similarity, and rewrite the relationship between experiential learning and academic authority."

"Our wish is to see girls educated and transiting from one level of education to another and reach the level of getting PHDs like their brothers do."

"We are working closely with the Ministry of Education in terms of impleme ting policies and carrying out advocacy on the promotion of the girls’ education,"

"Girls’ education is the heart of FAWE’s activities, so whatever we are working on, we are committed to promote it,"

"Some of the contradictions between the content of colonial education and the reality of Africa were really incongruous. On a hot afternoon in some tropical African school, a class of black shining faces would listen to their geography lesson on the seasons of the year—spring, summer, autumn, and winter. They would learn about the and the river Rhine but nothing about the of or the river . If those students were in a British colony, they would dutifully write that "we defeated the in 1588"—at a time when Hawkins was stealing Africans and being knighted by Queen Elizabeth I for so doing. If they were in a French colony, they would learn that "the , our ancestors, had blue eyes," and they would be convinced that "Napoleon was our greatest general"—the same Napoleon who reinstituted slavery in the Caribbean island of , and was only prevented from doing the same in Haiti because his forces were defeated by an even greater strategist and tactician, the African Toussaint L'Ouverture."

"Learning to read and write, and do simple maths, is a basic requirement to be able to navigate in today’s increasingly globalized and competitive world. Providing children with quality education opens the door for them to a lifetime of better opportunities. These translate not only in terms of the jobs that they will be able to have and how much they will earn, but it also has an impact on their physical and mental health. Although many countries in Africa are taking significant steps to ensure quality education for all, too many children are still being left behind. One in five primary school age children are not in the classroom. And almost six in ten adolescents are out of school. This is due to several interlinking factors such as geographical location, gender, extreme poverty, disability, crises, conflict, and displacement."

"In Europe, the church had long held a monopoly over schooling from feudal times right into the capitalist era. By the late nineteenth century, that situation was changing in Europe; but, as far as the European colonizers were concerned, the church was free to handle the colonial educational system in Africa. The strengths and weaknesses of that schooling were very much to be attributed to the church. [...] The church's role was primarily to preserve the social relations of colonialism, as an extension of the role it played in preserving the social relations of capitalism in Europe. Therefore, the Christian church stressed humility, docility, and acceptance. Ever since the days of slavery in the West Indies, the church had been brought in on condition that it should not excite the African slaves with doctrines of equality before God. In those days, they taught slaves to sing that all things were bright and beautiful, and that the slavemaster in his castle was to be accepted as God's work just like the slave living in a miserable hovel and working twenty hours per day under the whip. Similarly, in colonial Africa, churches could be relied upon to preach turning the other cheek in the face of exploitation, and they drove home the message that everything would be right in the next world. Only the Dutch Reformed church of South Africa was openly racist, but all others were racist in so far as their European personnel were no different from other whites who had imbibed racism and cultural imperialism as a consequence of the previous centuries of contact between Europeans and the rest of the world."

"The colonizers did not introduce education into Africa: they introduced a new set of formal educational institutions which partly supplemented and partly replaced those which were there before. The colonial system also stimulated values and practices which amounted to new informal education. The main purpose of the colonial school system was to train Africans to help man the local administration at the lowest ranks and to staff the private capitalist firms owned by Europeans. In effect, that meant selecting a few Africans to participate in the domination and exploitation of the continent as a whole. It was not an educational system that grew out of the African environment or one that was designed to promote the most rational use of material and social resources. It was not an educational system designed to give young people confidence and pride as members of African societies, but one which sought to instill a sense of deference towards all that was European and capitalist. Education in Europe was dominated by the capitalist class. The same class bias was automatically transferred to Africa; and to make matters worse the racism and cultural boastfulness harbored by capitalism were also included in the package of colonial education. Colonial schooling was education for subordination, exploitation, the creation of mental confusion, and the development of underdevelopment."

"Education is crucial in any type of society for the preservation of the lives of its members and the maintenance of the social structure. Under certain circumstances, education also promotes social change. The greater portion of that education is informal, being acquired by the young from the example and behavior of elders in the society. Under normal circumstances, education grows out of the environment; the learning process being directly related to the pattern of work in the society. [...] Indeed, the most crucial aspect of pre-colonial African education was its relevance to Africans, in sharp contrast with what was later introduced. The following features of indigenous African education can be considered outstanding: its close links with social life, both in a material and spiritual sense; its collective nature; its many-sidedness; and its progressive development in conformity with the successive stages of physical, emotional, and mental development of the child. There was no separation of education and productive activity or any division between manual and intellectual education. Altogether, through mainly informal means, pre-colonial African education matched the realities of pre-colonial African society and produced well-rounded personalities to fit into that society."

"I believe that God orders people’s destinies and whatever comes your way is a risk and whatever you take up to do in life, as long as you believe in God, and believe in yourself, God will sort it out with you"

"If we focus on things that unite us as Adamawa citizens and Nigerians, we will build a better Adamawa State for ourselves and our children yet unborn."

"But in many occasions after admission, we found out that so many local government areas did not meet up their slots."

"We will work assiduously to ensure victory for the party in all future elections."

"I want to assure you that the doors of our government will now be wide open to women. The women represent a sizable voting block and no government can get to power without the support of women and that is why we are here."

"Life is about taking risks and whatever you do in life amounts to taking risks. I knew that when I left the classroom and university environment to take up being the running mate of a sitting governor, it was either I win or I lose."

"We might have hurt each other in the process of politicking. Now, that is over, we should put it behind us as brothers and sisters, mend our fences because the things that unite us are more than the things that divide us."

"It will be good to let our people know that every local government has a certain number of slots of admission into the state university. This is because they are the major stakeholders."

"Children from our local government areas do not apply to the state university even though they are indigenes of the state."

"Therefore, seven years ago I started Dare to Dream, to give the upcoming generation a chance I never had!"

"We just need to channel the youth in the right direction to take advantage of the technological era, and prepare them for the Fourth Industrial Revolution (4IR) and the businesses of tomorrow, which will be definitely different from the businesses of today,” she says."

"I started Dare to Dream to give back to the community and to try and open up their eyes to opportunities that they wouldn’t otherwise be exposed to"

"In other African countries such as Rwanda, you’ll find that coding and robotics are part of the curriculum"

"I have fulfilled my dreams. I hope to inspire young women to be fearless in pursuing what sets their souls on fire. I want to teach them to be brave enough to explore uncharted territory and make strides in male-dominated industries"

"This initiative will train 30 youth aged between 18 and 35 years for three months and equip them with the latest skills in CV writing, social media and digital branding, and business planning, among others"

"When I was growing up, I never had the chance to sit like this with a pilot or get into an airplane until I had the chance to fly one. After I qualified as a pilot, I sat down and thought: ‘What can I do to give the upcoming generation, especially those who grew up in a village, like me, an opportunity to do that?’"

"This time around I knew nobody was going to stand on my way, now I was going to follow my dreams. My mother cried. I told her “No mother, this is my dream, this what I want; this is what resonates in my hear"

"There were times I felt like throwing in the towel but, I liked the idea of serving my country, and at the back of my mind, I also wanted to see myself in the cockpit of a military plane"

"But even then, I did not get the blessing of my parents"

"It is such grassroots programs that are helping young people to develop an interest in aviation and engineering. Botswana is one of the few countries in which Airbus Foundation has launched the famed Little Engineers Discovery program"

"At the time, as a girl in my community, the best you could do was be a nurse or a teacher. There was little inspiration to be a pilot. I had to rely on my own research and the little career guidance to learn more about aviation."

"I always wondered how it would be to be in the sky like a bird, flying that huge machine."

"I realized that teaching was not my passion"

"To date, we have flown close to 400 students in partnership with Air Botswana and the Civil Aviation Authority of Botswana"

"When I was growing up as a dusty little village girl, I never had the chance to sit down with a pilot nor see the inside of a flying machine until I had the opportunity to fly it"

"Every science consists in the co-ordination of facts; if the different observations were entirely isolated, there would be no science."

"[E]very true science has for its object the determination of certain phenomena by means of others, in accordance with the relations which exist between them."

"Hence the universe, in the statical point of view, presents only geometrical phenomena; and, considered dynamically, only mechanical phenomena."

"The preceding explanations establish... the propriety of the name [Greek: μάθημα, máthēma, 'knowledge, study, learning'] employed to designate the science... This denomination... to-day... signifies simply science [Latin scientia 'knowledge'] in general. Such a designation, rigorously exact for the Greeks, who had no other real science, could be retained by the moderns only to indicate the mathematics as the science, beyond all others—the science of sciences."

"[T]here is... no phenomenon which cannot give rise to considerations of this kind; whence results the naturally indefinite extent and... rigorous logical universality of mathematical science. We shall seek... to circumscribe as exactly as possible its real extension."

"Thus geometry and mechanics constitute the two fundamental natural sciences, in this sense, that all natural effects may be conceived as simple necessary results, either of the laws of extension or of the laws of motion."

"This science, although nearer perfection than any other, is really little advanced as yet, so that this object is rarely attained in a manner completely satisfactory."

"We are now able to define mathematical science... by assigning... as its object the indirect measurement of magnitudes, and by saying it constantly proposes to determine certain magnitudes from others by means of the precise relations existing between them."

"[I]f we did not fear to multiply calculations unnecessarily... the determination of all the magnitudes susceptible of precise estimation, which the various orders of phenomena can offer us, could be finally reduced to the direct measurement of a single straight line and of a suitable number of angles."

"This enunciation, instead of giving the idea of only an art, as do... the ordinary definitions, characterizes... a true science, and shows it... to be composed of an immense chain of intellectual operations..."

"Astronomical Facts. It is by such calculations that man has been able to ascertain, not only the distances from the planets to the earth, and, consequently, from each other, but their actual magnitude, their true figure... their respective masses, their mean densities, the principal circumstances of the fall of heavy bodies on the surface of each of them, &c."