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In the traditional (pre-colonial) African society, education was regarded as a means to a end and not as an end in itself. That is, education was not an end in itself. That is, education was mainly functional in objective and achieved through the apprenticeship or on-the –job training system. Both the young and the old were practically trained for specific occupation and professions. That type of education, that emphasized social responsibility, relevance to the needs of society and moral values. The ultimate good of traditional African education was to "produce a man or woman of character, with the useful skill appropriate to his or her status in life" Fafunwa (1982). As a result, there was no question of unemployment then, and where it existed at all, it was very minimal. The major aim of education in all societies should be a preparation of Youths for a productive working life. In line with these, the paper looks into government policies and the way it affects education and world of works. The paper also discussed the ravaging unemployment in the society, and the causes. And it came to a conclusion that unless the new 9-3-4 system of education is faithfully implemented, Nigeria might be faced with a very explosive school leaver problem. Article visualizations:

Twenty years ago, Charles Mills argued that a Racial Contract underwrites and guides the social contract and assigns political, economic, and social privileges based on race. This thesis argues that a settler manifestation of the Racial Contract operates through processes and structures of silencing in the New Zealand education system. Silencing is a racial discourse aligned with state ideologies about biculturalism that supports ignorance and denial of the structuring force of colonisation. Within schools, a state narrative of biculturalism advances the notion of harmonious settler-colonial race relations by marginalising or denying violent colonial histories and their consequences in the present. Silencing in the education system is examined through the lived experiences of Māori teachers of English language as they teach New Zealand literature in secondary school classrooms. Interviews with nineteen teachers and observations of four teachers' classroom practices (with follow up interviews from the teachers and some of their students) reveal that everyday classroom interactions perpetuate silencing through a hidden curriculum. This hidden curriculum appeals to settler sensibilities by: drawing on teaching pedagogies that soften or mute historical harm, validating "lovely" knowledge about Māori society and assessment approaches that privilege settler-colonial imperatives. This thesis identifies that harmonious notions of biculturalism circulate through the spatial and temporal dimensions of secondary schools because epistemological structures (policy, curriculum, and pedagogy) silence the meanings and effects of colonisation. In this way, a Settler Contract operates to sustain institutional racism in the New Zealand education system and white supremacy in settler-colonial societies.

The aim of the article is to answer the question whether it would be appropriate to reduce the percentage of young people who decide to complete the higher education before taking up employment. Increasing lack of employees in Poland and the attempts undertaken by the Ministry of Science and Higher Education in order to improve the quality of academic education by moving away from mass education, make this question extremely current.
The research uses data for the years 2008—2017 taken from the resources of the OECD, Statistics Poland and the Public Opinion Research Center. The results of the conducted analyses, considering all levels of education, indicated that people who completed tertiary education, both in Poland and abroad, are characterised by the highest economic activity rate and are the most willing to take part in vocational programmes at an adult age. For many years, graduates of higher education institutions in Poland have been the least exposed to unemployment. Taking into account other benefits from education — in individual and social terms — the claim that the economic or social development of the country will be facilitated by the reduction of the percentage of young people obtaining higher education is not justified.

This article is part of a research in progress which aims at defining a set of sustainability indicators that meets the specificities of a Higher Education Institution (HEI). The objective was to identify what is the responsibility of the HEIs before sustainability and the sustainable development from the managers' insights. This is a qualitative research with case study design. The collection techniques used were bibliographical and documentary research and semi-structured interviews with ten managers of the institution. It was determined that managers understand sustainability broadly. The managers mention the importance of applying the concepts to management practices in order to be an example to other institutions and to contribute to the sustainable development of the region where it operates. The respondents cited several actions developed in the HEIs. These results provide subsidies for the construction of a sustainability indicator system for monitoring and assessing the effectiveness of the actions developed.