Childhood Education
Our generation household literacy re-definition of education for the African children is carefully defined and structured, a fundamental human rights and an indispensable tool to rescue our most vulnerable children from poorness. Education is indeed a fundamental human right. Like all human rights, it is universal and inalienable, everyone, regardless of gender, religion, ethnicity or economic status, is entitled to it. Half of Africa and Nigeria’s people in particular are children, the bridge to a prosperous future. We recognized the importance of children to make the improvement of the education system a top priority. We believe that the only means of bringing long-term positive change to children’s lives is through the strong and explicit promotion of their rights, it is critical to our development as individuals and as an organization, and it helps pave the way to a successful and productive future. Similarly, launching advocacy campaigns is imperative, to lead national children’s rights of education, and strive to make existing human rights enforcement mechanisms accessible for all and bring children’s rights to the top of the national agenda, a rights-based approach to education can address some of our societies deeply rooted inequalities. The ability to read and write, or literacy, is a basic skill for people to live and work in today’s world and future. Yet millions of African or Nigerian adults are not literate, primarily in developing areas. More than half of African children who should be in school are not. Our initiative emphasizes programs of support for genuine literacy and places a special emphasis on improving opportunities for children, and other under served and disadvantaged populations. Our guided passion for social and legal change is building a national network for children’s rights as we press for rights, care, reconciliation, charity, and advocate for a systemic shift in how governments and societies view children.
Generstion Household Literacy is directed and focused on developing individuals in diverse capacity:
We seek to develop excellence in children through cognition of knowledge and understanding by motivating them to discover and develop their personal best.
We believe that balanced living is an integral part of everyone’s life personally and professionally, we encourage children and youth to attain balance in mental, physical, social and religious / spiritual pursuits.
We facilitate children’s understanding of peers from diverse backgrounds by inspiring them to love and live in peace with others as distinguished people that promotes harmony and create a secure prosperous society.
To live, learn and work together for sustainable environment and instill responsibility to act for the good of others in the society.
Educating young people that will be responsible hardworking citizens, accountable and skillful leaders that demonstrate integrity, discipline and commitment to the development and progress of their societies.
Aims And Objectives.
Facilitated by our passion for social and legal change in building an international network for children’s rights, advocating for a genuine systemic education for all and transform how governments and societies view children.
Advocating for leadership courage and honest behavioral skills through discovery and development of ordinary people who are willing to use their gifts, talents and leadership skills to pursue fundamental shifts and create excellence.
Building society that will encourage humanism and practical wisdom, knowledge and understanding that breeds equity in communities and society at large.
Espousing ethics and meritorious society that promotes and reward intelligence, competence and education, from intelligence to morality to general aptitude to specific knowledge rather than ties to power or economic status, political, gender, ethnic or religious affiliations.
Introducing virtuous standards to children and teaching them the importance and respect for laws, discipline, self-confidence, selfless service, transparency, accountability, integrity, patriotism, hard-work, cooperation and industry.
To promote healthy lifestyle through systematic psychotherapy and fight against sickle cell anemia and other life threatening diseases.
The philosophy and theory of learning is the end goals for learning, we rely on a real systematic approach to moral education, which recognized the child’s developmental stages, and the unique ways a child could learn, which stemmed from intrinsic beliefs in the nature of the child and the nature of morality. This includes ways of teaching the child to learn from inappropriate behaviors, which became known as “the doctrine of natural consequences”. It is our believe that, “it is by doing good that we become good,” thereby espousing the value of modeling and practicing positive behaviors and encouraging the development of worthwhile habits.
The stated aims for education in general and for moral education in particular are strikingly similar in many ways, the aim of education is to teach intellectual and moral virtues side by side, we though recognized that intellectual development would require time and experience, moral development, we believe, can be nurtured through deliberate exposure and practice. The aim of moral education should be to develop positive habits in order to foster the good, and ethics which come from “ethos”, that is a habitual state. It is true that moral excellence is a virtue, and we believe that education should aim to nurture such morality. Happiness as the end goal of education and as a way to building a productive society is to be emphasized through development of goodness. Both of these qualities are reliant on the development of virtuousness, or of an upright and solid character. Ultimately, we hope to produce philosophers, who can continue the process of logical reasoning and serious contemplation and practical outcome. In many circumstances, we are supposed to be getting trained for society.
Generation Household Literacy proposes giving much more direction in educating the young child initially. These suggest that, a deeper desire to see the individual become morally autonomous so that the individual would have the ability to act freely and maintain a just and good society, since the child early life is an empty receptacle, waiting to be filled. We recognized the important role of early sensory experiences, which would form the basis of “knowledge” and the development of the “mind”.
A followed through concept should be that, sense experiences is built on each other and ultimately lead to knowledge, the emphasis for us is on the teachers being responsible for providing those experiences and shaping the way that knowledge is formed. These models of the child subsequently influenced their approach to teaching and learning. The responsibility for learning is with the teacher, this focus on what the teacher needs to impart to the student with no limitation to discovery methods.
Corruption and Education – Corruption is the abuse of entrusted power for private gain. It hurts everyone whose life, livelihood or happiness depends on the integrity of people in a position of authority. Stealing from the government treasuries and public enterprises has taken over the front pages of our newspapers. However, we must be quick to opine that the problem goes beyond misappropriating public funds and office misconduct in Nigeria and Africa as whole. In fact, limiting the matter to corruption would amount to scratching only the surface that is difficult eliminating. We are propelled to reason that the blame rather be directed to education, for that is where the problem has its root. There is a flaw in the system of education that produces the workforce in public offices and as much as the private sector and all other fields of human endeavor in Nigeria and largely Africa. This is because the corruption, incompetence and dereliction of duty which we decry in public offices, are also widespread in other sectors. It is only sound and genuinely pursued educational practice that can correct this anomaly.
Our society is getting increasingly complex and sophisticated therefore, be it in any sector or department, an educated workforce is necessary. Unfortunately, in Nigeria, the public school system through which this can be achieved is faced with many complex challenges. Poor funding, faulty management, ineptitude of teachers, lack of effective moral guidance of the learners, low teacher morale and lack of political will be embark on sustainable improvement of schools are some of the challenges. The result is the much-talked-about falling standard of education, in terms of both character and learning. The quality of students that are churned out yearly by our institutions of learning is far cry from that which well-meaning citizens crave for. Is it any wonder, then, that many well-to-do parents and guardians now prefer to send their children and wards to private schools, ignoring the once-glorious government schools? One consequence is that such children may imbibe values that are incompatible with our cultural realities.
There is a strong need to restore the lost glory of our school systems, especially government schools. To this end, a meaningful and unambiguous educational policy – one that is subject to regular reviews in line with prevailing circumstances – is necessary. This should be followed by careful, long – and short-term planning to help in mapping out objectives and strategies that give direction to the school system. Proper planning will also facilitate informed procurement, deployment and management of resources, human and material. Then, the entire educational system must be supervised to ensure sustained compliance with established principles and guidelines. The bane of our developmental agendas has often been how to move from theory to praxi, how to close the gap between policing formation and implementation. If the lofty policies and programmes in our archives had been conscientiously implemented over the years the nation’s educational system would be far more efficient than it is today, and the schools within the system could have produced better-equipped graduates to drive our polity and our economy. So, essential, our school system needs constructive repositioning.
All hope is not lost. Noble Literacy advocates and pushes that proprietors of public and private schools in Nigeria should shun mediocrity and pursue excellence in all its ramifications in the quality and quantum of teaching given to students, in the creation of friendly academic community, in the establishment of schools that offer basic facilities and learner – friendly atmospheres, in the positive socialization of students, and in the psychological conditioning of their minds.
Considering our advocacy for societal excellence, we have developed a leadership model that is characterized by moral applications and is activated through practice. It should be a norm for both arms of education to follow right from the first day of orientation, both in elementary, secondary and tertiary levels, students should be fortified with such morale boosters as; you are lions and lionesses, you are the best, you must remain the best. Thereafter, they should be launched into intense but exhilarating academic schedules, followed by well-articulated and relentless tutoring and mentoring. In no time, a spirit friendly competition will begin to grow amongst the students, because they know they must remain at the top. Added religious and moral instruction ensure that the competition is healthy – students are told, be your brothers and sister’s keeper; be men and women for and with others. Thus it is commonplace where you can see students help one another to perform tasks during prep, freely volunteer to tutor children from the nearby surroundings over the weekend, and so on. All students with such discipline strive to be at the top because they have been so conditioned. Yet they are groomed not to want to preside there alone; they learn that there is room enough for others at the top if only someone can lend a helping hand. Our motto being courage, honesty and care, instills such morality in their young minds.
In the quest for excellence in education, we hold that two areas of emphasis are vital; these are the twin principles of learning and character. In the words of Martin Luther King Jr. intelligence plus character – that is the true goal of education. We must build in children the ambition to excel not only academically but in character, in developing behaviors and attitudes of service. Nigeria needs men and women of conscience and competence who are ready to treat others as they would be treated. Incompetence and dereliction of duties are the results of defects in learning and character, which workers carry over from their school days to their places of work. No matter how and to which direction the blame for the failed state, Nigeria or Africa, the bottom-line is the need for proper education. We need education that ensures thorough acquisition of skills and formation of character to put such skills to beneficial use. Our organization demonstrates responsibility and demand that include all stakeholders, and indeed, all Nigerians, for the repositioning of our school system so it can produce workers who have the know-how, the conscience and the right attitude to work.
Education Improves Lives.
Education ends generational cycles of poverty and disease and provides a foundation for sustainable development. A quality basic education better equips girls and boys with the knowledge and skills necessary to adopt healthy lifestyles, protect themselves from sickle cell anemia, HIV/AIDS and other sexually transmitted diseases, and take an active role in social, economic and political decision-making as they transition to adolescence and adulthood. We believe that civil society, grass roots activists and children all have the right to participate and express themselves freely and openly in all matters affecting them and such is our commitment. We believe that it is by working together with a broad range of actors committed to a similar vision that we will be most effective and influential. These inequalities condemn millions of children, particularly girls, to a life without quality education – and, therefore, to a life of missed opportunities. By ensuring that every child has access to quality learning, we lay the foundation for growth, transformation, innovation, opportunity and equality. Whether in times of crisis or periods of peace, in cities or remote villages, we are committed to realizing a fundamental, non-negotiable goal and a quality education for all by complement and bringing government resources and private partnership to the needy.
Noble Literacy Template on Education.
Our education strategy is based on the premise that education and discipline is foundational to human development and critical to broad-based economic growth and poverty reduction and is focused on the achievement of three goals, our goal in education is to improve lives and create opportunity, opportunity though learning, that focuses resources, encourages innovation, and strives to meet the national need for improved access to a quality education for children, youth, and adults. Educated adults are more likely to have fewer children, to be informed about appropriate child-rearing practices and to ensure that their children start school on time and are ready to learn. When we ensure that children have access to a rights-based, quality education that is rooted in gender equality, we create a ripple effect of opportunity that impacts generations to come. Improved ability of higher education that genuinely refined and workforce development programs to produce workforce with the relevant skills to support national development goals.
We believe that information is a powerful tool, indeed a prerequisite, for effective advocacy in children’s rights and that it must be freely available and widely disseminated. Primary grade reading competency is critical to success in future grades and the development of skills necessary for productive livelihoods. Yet many children in primary grades in low income area are not reading at grade level, placing them on a lifetime trajectory of limited educational opportunity and therefore limited economic opportunities. We live in an era that has seen dramatic change in recent years – an era that is rapidly evolving. Globalization, technology, HIV/AIDS, rapid population growth, terrorism, conflict, weapons of mass destruction and failing states – these are just some of the issues shaping today’s world. Most of these issues – both good and bad – do not recognize national borders. They affect us directly and are dramatically altering the way in which we think and operate. Together, we have the ability to eradicate illiteracy, provide safe spaces and learning opportunities for the most vulnerable children and create engines of economic growth through higher education institutions. This strategy recognizes the importance of educating children in their native languages where possible in the earliest grades. This allows for earlier comprehension and a smoother transition into English language in subsequent years.
Improved reading instruction
Improved primary education systems.
Enhanced community and public engagement in education.
We will focus on access, especially equity of access, because inequity of access to social services, including education, along identity lines such as religious, ethnic, and geographic, is a key risk factor of social unrest. Noble Literacy agenda assumes that public policy can radically transform education systems and their relation to society given adequate political will and resources, and that national policies and implementation must emphasize inclusion, literacy, quality and capacity development. Children must not only enroll in school; they must complete it. And human rights values and principles must be the guiding force in the classroom. We shall further strengthen the mediums through which citizens can freely organize and communicate with their government and with each other, it is vital to support legal and regulatory frameworks that provide an enabling environment for civil society organizations like Generation Household Literacy, democratic labor organizations and independent media. In some religious states, formal restrictions limit freedom of association and expression. Encouraging democratic political culture is our core aim, resilient democracy depend on a political culture that values citizen engagement, tolerance, and respect for all. Our societies lack such values and behaviors. For instance, some political cultures may encourage religious and ethnic fissures to dominate civic life, while a culture of citizen deference may reinforce authoritarian trends. Our foundation plays a lead role in advancing knowledge about strengthening democratic political cultures. This includes supporting civic education programs in the formal education sector and for youths, and highlighting democratic principles in worker education programs.
We are focused on mobilizing constituencies for reforms. Because political reform generally occurs in response to civic action and engagement with government, it emphasizes support for civil society organizations whose advocacy efforts give voice to citizens and increase their influence on the political process. These organizations may include human rights and pro-democracy groups, labor unions, professional associations, religious institutions, business associations, and informal groups such as student movements. Service delivery organizations may also become active in civic or political affairs on policy issues.
Generation Household Literacy is initiated to inspire growing children the probity of life to discover and develop their personal best through basic and systemic education as they seek sustainable balance in mental, spiritual, social and physical living to make positive differences in their communities and in the wider world.