Higher, post-secondary, tertiary, or third level education is the stage of learning that occurs at universities, academies, colleges, seminaries, and institutes of technology. Higher education also includes certain collegiate-level institutions, such as vocational schools, trade schools, and career colleges, that award academic degrees or professional certifications.
The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that “higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education”. In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obligates all signatory parties to guarantee the right to education.
Higher education is an educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges, universities, and institutes of technology are the main institutions that provide tertiary education (sometimes known collectively as tertiary institutions). Examples of institutions that provide post-secondary education are vocational schools, community colleges, independent colleges (e.g. institutes of technology), and universities in the United States, the institutes of technical and further education in Australia, CEGEPs in Quebec, and the IEKs in Greece. They are sometimes known collectively as tertiary institutions. Completion of tertiary education generally results in the awarding of certificates, diplomas, or academic degrees.
On the other hand, Accountability is a concept in ethics and governance with several meanings. It is often used synonymously with such concepts as answerability, blameworthiness, liability, and other terms associated with the expectation of account-giving. As an aspect of governance, it has been central to discussions related to problems in the public sector, nonprofit and private (corporate) worlds. In leadership roles, accountability is the acknowledgment and assumption of responsibility for actions, products, decisions, and policies including the administration, governance, and implementation within the scope of the role or employment position and encompassing the obligation to report, explain and be answerable for resulting consequences.
As a term related to governance, accountability has been difficult to define.It is frequently described as an account-giving relationship between individuals, e.g. “A is accountable to B when A is obliged to inform B about A’s (past or future) actions and decisions, to justify them, and to suffer punishment in the case of eventual misconduct”. Accountability cannot exist without proper accounting practices; in other words, an absence of accounting means an absence of accountability.
Higher education includes teaching, research, exacting applied work (e.g. in medical schools and dental schools), and social services activities of universities. Within the realm of teaching, it includes both the undergraduate level, and beyond that, graduate-level (or postgraduate level). The latter level of education is often referred to as graduate school, especially in North America.
In the United Kingdom and certain other countries (e.g. Ireland), post-secondary school education below the level of higher education is referred to as “further education”. “Higher Education” in the UK generally involves work towards a college-degree-level or foundation degree education.
NVQ at level 4 (graduate level) and NVQ at level 5 (post graduate) are deemed “Higher Education.
In many developed countries, a high proportion of the population (up to 50%), now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right and as a source of trained and educated personnel for the rest of the economy. College educated workers command a significant wage premium and are much less likely to become unemployed than less educated workers.

Accountability in education
Student accountability is traditionally based on having school and classroom rules, combined with sanctions for infringement.
In contrast, some educational establishments such as Sudbury schools believe that students are personally responsible for their acts, and that traditional schools do not permit students to choose their course of action fully; they do not permit students to embark on the course, once chosen; and they do not permit students to suffer the consequences of the course, once taken. Freedom of choice, freedom of action, freedom to bear the results of action are considered the three great freedoms that constitute personal responsibility. Sudbury schools claim that “Ethics” is a course taught by life experience. They adduce that the essential ingredient for acquiring values—and for moral action is personal responsibility, that schools will become involved in the teaching of morals when they become communities of people who fully respect each other’s right to make choices, and that the only way the schools can become meaningful purveyors of ethical values is if they provide students and adults with real-life experiences that are bearers of moral import. Students are given complete responsibility for their own education and the school is run by a direct democracy in which students and staff are equals.[27][28][29][30][31][32]

• Bakvis, Herman and David M. Cameron (2000), “Post-secondary education and the SUFA”. IRPP.
• Commission Reports: A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education, United States Department of Education, 2006.
• Davies, Antony and Thomas W. Cline (2005). The ROI on the MBA, BizEd.
• Douglass, John A. and Todd Greenspan, eds. “The History of the California Master Plan for Higher Education.”
• El-Khawas, E. (1996). Campus trends. Washington, DC.: American Council on Education.
• Ewell, P.T. (1999). Assessment of higher education and quality: Promise and politics. In S.J. Messick (Ed.), Assessment in higher education: Issues of access, quality, student development, and public policy. Mahwah, NJ: Erlbaum.
• Finn, C. E. (1988, Jul.-Aug.). Judgment time for higher education: In the court of public opinion. Change, 20(4), 34-39.
• Forest, James and Kinser, Kevin. (2002). Higher Education in the United States: An Encyclopedia. Santa Barbara: ABC-CLIO.
• Green, Madeleine, F., ed. 1988. Leaders for a New Era: Strategies for Higher Education. New York: Macmillan.
• Snyder, Benson R. (1970). The Hidden Curriculum. Cambridge, MA: MIT Press.
• Spellings, Margaret, “A Test of Leadership: Charting the Future of U.S. Higher Education”, A Report of the Commission Appointed by Secretary of Education Margaret Spellings, September 2006. (highlights of report)
• Veblen, Thorstein (1918). The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen. New York: Huebsch

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