Tertiary Education Quotes

The spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

I was particularly fascinated by the story of the circumstances that led to the development of tertiary education in China. It seems hard to imagine—but there was a time when institutionalized education, formal curricula and exams didn’t exist.

In preparation for motherhood, I read books, I watched people around me, and I learned what to do but also what not to do. I quickly realized that my schooling and tertiary education did little to prepare me for being a parent. I even attended antenatal classes to prepare for the birth, but that is where it ended. When my baby was handed to me after delivery, I never received a manual. Oh, how I wished they came with one!

How have people come to be taken in by The Phenomenon of Man? We must not underestimate the size of the market for works of this kind [pseudoscience/'woo'], for philosophy-fiction. Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

I was wearing the only outfit I would own once I left – jeans and a Primark sweatshirt that Ingrid bought two of because they were £9 and had the word University printed on the front, which, she said, made it clear to people that we’d been educated at tertiary level but weren’t so desperate for approval we needed them to know where.

The very least thing one should learn at the university is how to reach new knowledge.

An unexpected but important additional advantage of living in Kampung Jawa in this respect was the presence nearby, established as recently as 1955, of the Muslim College, Malaya’s first national tertiary institution of Islamic higher education. I was able to use its small library, and came to know well Dr Muhammad Abdul Ra’uf and Dr Muhammad Zaki Badawi, Egyptians engaged to lead the college who also taught at the University of Malaya and later became prominent Muslim intellectuals in the United States and Britain respectively. Along with other members of staff, including the charismatic Pan-Malayan Islamic Party politician Dr Zulkifli Muhammad, they did much to extend my knowledge of Islamic education and wider Muslim issues.

The hard left ideology that has accelerated the West’s demise and threatens the whole of humanity with World War III was entrenched through the formal schooling system. In 2023 it is the most educated college liberal that is likely to not know the difference between men and woman, believe that poverty is justification for criminality, and extorting money from those who earn it to distribute amongst those who don’t is a good thing, amongst other half-witted ideologies. This was achieved by constant repetition of man’s superior abilities over nature in formal schools and tertiary institutions.

Sazi is fortunate to be born of parents that are comparable enough to be able to see the impact of both nature and nurture. Even better is that no longer can allegations about women’s progress in life be attributed to society and ‘the patriarchy’ holding them back. Since 1994 there has been a concerted focus on directing taxpayer-funded programs to the upliftment of women; from educational programs at school, admission and funding of tertiary programs for women to employment and business funding that explicitly exclude boys and men. This ought to mean comparable men and women ought to achieve the same outcomes since there are essentially no differences between men and women. Lawmakers have implemented programs aimed at empowering and uplifting girls and women. These initiatives have actively sought to address the claimed long-standing societal and patriarchal barriers that have hindered their progress. So based on this, the difference in the sex of parents no longer favours men thus making comparing outcomes possible.

I do not understand why America fails to see that by continuing to make education at college level unaffordable, credit rating-dependent and student loans almost impossible to repay, it is obstructing tertiary education from its potential brightest and poorest, and killing their best prospects of attracting high-paying employment.

Educational reform over the last century - including, throughout Western democracies, standardised testing, moves to national curriculums, and competitive tertiary entry scores, sems to work on behalf of employers and parent-investors first, allowing them to efficiently read a young person's future without having to go to the trouble of listening to her. Education, from kindergarten coaching to big-ticket degrees, increasingly relies on the professionalisation of childhood and youth.

To be able to see your child take her first steps, utter her first words, start school, drive, finish high school, start with her tertiary education, graduate, and land a job are some of the greatest joys any parent should never take for granted.

From our primary schools to secondary schools, to tertiary institutions, there must be a mass campaign to educate our people in the value of labour.

Which is where the next ambitious ALG project comes in: African Leadership Unleashed, or ALU. Led by Fred Swaniker, ALU is a plan to establish a network of 25 universities across the continent by the end of the decade—Africa’s Ivy League—each of which will have 10,000 students. The first ALU has already opened in Mauritius. The idea is to apply the exact same boutique model of the African Leadership Academy to tertiary education. Once the 25 colleges are built and running, it will mean that every four years 250,000 young Africans trained in business, government, ethics, social policy, medicine and the arts will be entering the workforce. Among them will be the new generation of Africa’s leaders. Says Swaniker, “Hundreds of thousands of university graduates on the continent today are not equipped with the skills to lead change. About 45 percent of university graduates in Africa today are unemployed. This is a tragedy. I want to change this by applying ALA’s model in a tertiary space to provide the critical skills and leadership experience necessary for success.” Swaniker announced the project in a powerful talk at TEDGlobal 2014 in Rio de Janeiro titled “The Leaders Who Ruined Africa, and the Generation Who Can Fix It.” The talk has been downloaded over 1 million times and is a powerful and inspiring manifesto for this, the African Century.

A country where tertiary education is low would not have a population capable of working with the most advanced technology. Nor are scientific and technological advances capable of being achieved today by people with no advanced education.

Only If we can teach the Biblical principles to the Students In their formation stages of their educational lives in all the Tertiary Intuitions In a Nation. Then and only we can expect a different country in a decade or two

For the sake of clarity, vocational education and training (VET) encompasses the cohort of students who do not pursue an academic tertiary education following completion of compulsory schooling but instead pursue trades and technical training.

Beirut port, confirmed as the principal port of the Syrian interior, was enlarged and modernized, a second dock was constructed and the city, provided with an airport, progressed to become a center for international communication. According to a new urban plan, the city was re-centered around Place de l’Étoile, designed on the model of that of the French capital, and the Parliament and a new business quarter were inaugurated there on the occasion of the French Colonial Exposition of 1921. These projects contributed to the development of a tertiary sector dominated by a merchant/financial bourgeoisie, which was becoming more and more embedded into the mandate system. This was supplemented by the expansion of education, another mandate policy, which helped create a middle class destined for liberal professions and the bureaucracy.

Only If we can share the Biblical principles to the Students In their formation stages of their educational lives in all the Tertiary Intuitions In a Nation. Than and only we can expect a different country in 30 years time- Yando .W .Nimbo

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to be able to study at a tertiary institution, when I compared myself to those farmers who actually grew our cash crops. They worked the hardest to supply most of our country’s foreign exchange, yet they didn’t harvest those benefits of education, healthcare or even running water and electricity