Education is reputedly on-going, in the middle of global immiseration (UN-MDG-1/SGD-1: 2000 -2015-2030) as the number one, in a striking manner, with an associated global nonremittal on social action or social policy of reform; with her consequential wars and rumors of wars. Education fundamentally should be able to define her overtures and significances, or query why a 13 -14 or 17 year-old pupil within an educational framework or institution, should fail to discern value from diminution, and would rather fund the cheek to decimate.

The universal law on education requires education to be directed towards the full development of the human personality; the Universal Declaration of Human rights – Right to Education Article 26 part 2 requires educational design that ensures and undertakes full development of the human personality over an ephemeral putative model, or her accompanying wicked issues.
Utile Education for many, remains very bedeviling, and what is more, in the absence of common sense that oppugns or calls into question the learner outcome of education.
1. What is education?
2. What is the foundation of education?
3. What is the direction of education?
3. What is the learner outcome? Employer or Employee? Full development or tenuous development?
What better ingression to avoid non – utilitarianism than the excellence of utile educational stakeholding; to focus on the universal law (UDHR Article 26) as the nonpareil imperium of education.
What better war on effete educability than adumbrating whether your chosen educational ethics tally and emphasize utility or purpose?
What better way to divest and dissever a global-institutional educational double entendre, than to formally-officially abandon (give up with the intent of never claiming again) malversation?
What better preparation to bankruptcy or failure than a continuous formulaic betrothment of what doesn’t work, by a longshot gamble of circumventions;
A pathetic babying, pampering and coddling aphasia of education non-utilitarianism. An overt pathetic educability to educational dictum (UDHR Article 26) – an irrefutable, unquestionable unenlightenment by parents, mentors, counsellors and institutions, as putative educational regimes, flacking a derisory denotation to education or her scholarship.
A formulaic betrothment of what doesn’t work is continuously preferring the inutile convention, traditionally or tralatitiously (as a handed-down practice) and in the light of undeniable unenlightenment to educational dictum or laws (nationally and internationally: Universally), exacting and arrogating such choices or decisions within the bounded scope of the law. So, where’s the emergence? Where's the global emergence?

A world at war; an exacerbation after the most destructive conflict in history? WWII costed more money, damaged more property, killed more people, and caused more far-reaching changes than any other war in history.
(https://www2.bc.edu/zachary-s-laub/Facts.html)

Howbeit, the Korean conflict (1945-Ongoing), War in Vietnam (1945–46), Indonesian National Revolution (1945-1949), Iran crisis of (1945-1946), First Indochina War-Indochina Wars (1946-1954), Greek Civil War (1946-1949), Paraguayan Civil War (1947), Indo-Pakistani War (1947-1948), 1948 Arab–Israeli War, Part of the Arab–Israeli conflict, Internal conflict in Burma (Started 1948), Korean War - Part of the Korean conflict (1950-1953), Laotian Civil War (1953-1973), First Sudanese Civil War (1955-1972), Vietnam War (1955-1975) and the following ongoing wars; War in Afghanistan (1978), Kurdish–Turkish conflict (1984) and Kurdish–Turkish conflict (2015–present), Somali Civil War (1994), Syrian Civil War (2011), Iraq War (2003), War in Darfur (2003), Boko Haram insurgency (2009), Northern Mali conflict (2012), Insurgency in Egypt (2013), War in Donbass (2014), Burundian unrest (2015), Turkey–ISIL conflict (2015), Kamwina Nsapu rebellion (2016), etc., that followed, aren’t just an indication of declension, but a stark meter reading on Deficiencia humana.
This imperfection, problem, phobia, or deficiency of the essential qualities or characteristics by which our humanity is recognized; the complex of our emotional, behavioral, temperamental, and mental or intellectual attributes that determine our characteristic actions and reactions, interpret the central maxim, precept or principle that prelates our development.

Our Credence or Disavowal?
Do we accept, or recognize; are we aware our education and development patterns and systemics have sufficed or subscripted our humanness? Despite the emblematic answer or resolve to human development via the international machinery for development, UN-A/RES/41/128, an agency of UDHR Article 26 part 2, millions of Education and development institutions have not only failed to constitute according to the aforesaid tenet, but have furthered a hundred million more people in the world to choose to be educated, mentored and developed from error-prone systems.
Heretofore, this deficiencia humana or replete impairment of the full development of our human personality by clamant posses, is the inspiration-engenderer of our devolved human relationship- relatednesses. The global warfare or state of war effused by devolved human-relatedness is the radioactive dust of a UDHR Article 26 part 2 anomaly.

Is there a problem?
Yes and no! There’s a categorical error with substandard institutions and substandard choices, when and where. As citizens of the world, our responsibility is to get education that would tend to the full development of our human personality – education whose developmental focus is the human person. The full development of the human personality is the direction of education – UDHR Article 26 part 2. As soon as we choose and indulge ourselves veer the aforementioned, we can expect world Peace, Eudaimonia, and Elysium: human-centered development would prioritize humanity!

And what is more...
No personal, family, or world eudaemonic temperament and no go-to complex adaptive education and development systems. What do we do, who do we turn to? There's an answer to that! Follow the law! Not the outlaw!
If and when we would lay off the hatful of wars, social, economic, alia, we would follow the law, not the custom! The unread custom and her unadvisability, be that as it may, we overproudly prefer; when nations belie the fundamental group unit of education and development - The family (UDHR 16;3); we proudly prefer; when families belie the fundamental platform and law of their own education and development, we do so swear. We swear at our decision to ill-advisedly practice the custom, irrespectively.

Without regard for aeonian drawbacks, have we not unremittingly and at every point, balked with the law on education and development by courting and enthroning nonstandard-nonnormative institutions? We have, as a family, a nation and world.

UDHR Article 26 part 2: " Education shall be directed to the full development of the human personality."
We have violated the law on education by directing it to whatever we want it to be, to the inverse of human development; hence we have duly ensured for ourselves, interminable-perpetual struggles.
Full Development of the Human Personality - The One and Only Direction of Education
Full development of the human personality is the objective and direction of education and the fundament and central subject of development; The human person is the central subject of development by law (Declaration on the Right to Development, United Nations A/RES/41/128, 4 December 1986 97th plenary meeting)! Therefore, development is dependent on and subordinate to, the full development of the human personality, which is supposed to be the direction of education offered by strong institutions (SDG-16).

The full development of the human personality is the genius loci of development in the world; full/integral mental, behavioral, emotional and temperamental development - undivided or unbroken completeness or totality with nothing wanting.

Without Strong Families, Nations Can't Develop.
The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. (UDHR Article 16 part 3). What constitutes a strong family? A family unit with the replete presence of full socio-economic education for the man and wife (parents) consentient to the law on education; and with that background they (parents) entrepreneurially, choose the same for their children.
UDHR Article 26: 3. Parents have a prior right to choose the kind of education that shall be given to their children; Education that would be functional, not substandard; Education by law; Education that has direction; Education, directed to the full development of their children; education directed to the full development of the personality of their children; mentally, emotionally, temperamentally and behaviorally replete education.

Without Strong Institutions, Families Can't Develop.
Strong Families Require Strong Education-Development Institutions: United Nations post-sustainable development goal 16 requires strong institutions for supra-national development. The focus of strong institutions is, national development via replete and organized family full development; Families that would lead societies that would lead nations in the education and development diaphragm.
Hence, the aforementioned is concordant with BTH Education Group's Supra-National Anthropic Development (NAD) Program;
A model Family Education Center (FEDC) : A Strong institution for family full development with the following schools;
- The Professional Early-Child Education (PECE) School: https://btheducationgroup.org/professional-early-child-education
The PECE is in four stages, respectively;
+ Pentad: 1 - 5
+ Tenner: 5 - 10
+ Postindustrial Development: 10 - 15
+ Recondite Organizational Development: 15 - 17
The PECE is the most replete International Early-Child education program/school, established on the most advanced concepts of the international machinery on education and development, with a full wad of international licenses/certifications starting between ages 5 - 10, and completed by age 17, with an accomplished International Corporation portfolio.
- The International Corporation Development Program; The International Corporation Development (ICD) school and program is the most advanced reformation program for +18 in families, giving both the family and their +18 kin, an opportunity to mature or develop from an employer education and development portfolio, that would tend the socio-economic platform of families from searching for employment to employing, and providing valuable services from a corporation platform to conduce change in their very own society.
- The Marriage Education Counselorship (MEC) Program is a service at the FEDC, designed to establish the biologic protology of the family and humankind. The goal of the MEC is to provide families with a parental ambit of stability to substantiate an enabling environment for family full development.
- A Family Healthcare program: Preventive and Integrative Healthcare for Families.
- A Family Education Counselorship Program.
- International Corporation Development (ICD) Forum: Ongoing: - Join the Forum today to foster employer education. [email protected]
- International Corporation Development (ICD) Program: https://btheducationgroup.org/international-corporation-development-icd
- Administrative Institutional Development (ADID) Forum: (Ongoing) Forum for administrative development for the FEDC Program.
- International School of Social Administration (ISSAD): https://btheducationgroup.org/issad

CONCLUSION
"Our biggest challenge in this new century is to take an idea that seems abstract – sustainable development – and turn it into a reality for all the world’s people."
KOFI ANNAN,
Former Secretary General of the United Nations.
Become the Change You Expect.
One world, our responsibility.
Dr.Coach Achu Gustave (AEC-Sr.)
www.btheducationgroup.org

At a recent conference, LinkedIn's chief executive explained how the company is looking for talent in non-traditional places.
I've been following LinkedIn CEO Jeff Weiner for a while, and I really admire his vision for the company.
Of course, a company is only as great as its employees. At the recently held ASU GSV Summit, Weiner revealed the actions his company is taking to look for talent in non-traditional places. Speaking about the qualities LinkedIn is looking for in potential hires, which includes passion and fire, a great work ethic, perseverance, loyalty, and a growth mindset, Weiner said the following:
These are qualities that you don't necessarily pick up from a degree. There are qualities...that have a tendency to be completely overlooked when people are sifting through résumés or LinkedIn profiles. And yet, increasingly, we find that these are the kinds of people that make the biggest difference within our organization.
Increasingly I hear this mantra: Skills, not degrees. It's not skills at the exclusion of degrees. It's just expanding our perspective to go beyond degrees.
Three words that can make all the difference in the hiring process:
Skills, not degrees.
Why Skills Trump Degrees
"We used to pride ourselves on recruiting from an incredibly short list of universities, and a lot of companies in the Valley did the same thing," said Weiner. "We're certainly not alone. We recently conducted a little bit of research leveraging LinkedIn profiles and looked at tech workers within the valley, and only 5 percent of them came from non-traditional backgrounds."
But in recent years, a number of well-known companies have realized that an overwhelming amount of great talent remains hidden--and that a lot of smart, talented, and passionate people are spurning traditional higher education.
For example, Lazlo Bock, best-selling author and former head of HR at Google, explained in a 2013 interview with The New York Times why the proportion of Google employees without any college education had steadily increased through the years.
"After two or three years, your ability to perform...is completely unrelated to how you performed when you were in school, because the skills you required in college are very different," said Bock. "You're also fundamentally a different person. You learn and grow, you think about things differently."
So, how is LinkedIn following through on this philosophy?
At the conference, Wiener spoke about REACH, LinkedIn's new internship program that's paving the way for a new type of recruiting.
"This is trying to get away from this idea that everyone on the engineering team, everyone we recruit, has to have come from a specific school and has to have a specific kind of degree," said Weiner. "Yes, [computer science] degrees from specific schools can lead to us finding incredible talent. But it's not the exclusionary domain of incredible talent."
"So, with this particular cohort, we're finding that people with very basic coding skills but [who] have graduated from a coding boot camp...we're looking for folks like that. We're looking for folks with a growth mindset. We're looking for people with the dedication, with the work ethic. We want to give them a shot. And what we're finding is, these people are...incredibly talented, and they need a chance."
Weiner goes on to tell the story of one of LinkedIn's current apprentices, who was living in a homeless shelter just six months ago. The experience led him to build an app that facilitated the way the homeless find shelters.
"There's just so much talent to be had if people are open to finding this talent in different places," says Weiner.
So, where do you look for new hires?
Maybe you should take a page from LinkedIn's playbook, and change your focus:
Skills, not degrees.
Or, as Adam Markowitz, founder of tech startup Portfolium, put it:
"Potential over pedigree. Talent, grit, and passion [are] everywhere--from Ivy Leagues to community colleges, dev boot camps, and everywhere in between."
Now..May I comment?
Great!!! What are these names? Ivy Leagues, College Degrees, etc...? What exactly do they overly define? Education?
Not Education! The derivative of Education is not in absentia, needing some backup, improvement or amelioration. The sui generis definition of education gives the right of education to all (UDHR Article 26 part 1), needing no validation by supposed flagrant organizations or institutions of learning, than her already established universally juristic background;
UDHR Article 26 part 2..."Education shall be directed to the full development of the human personality...", defines education universally, whether it has abounded or not!
Institutions don't define education, the law does; however, here's what strong institutions do, they practice the law , while their vices practice the outlaw!
World growth and maturation would remain incredible without the employment of the law on education as the global growth fundament; a handed-down abandonment of the law for a derelict, maladaptive system, a one that fails to accomplish the most legally fundamental aspects of our humanity; Freedom-Justice-Peace, in the world, as stated in the preamble of the charter of the United Nations.
“States have the right and the duty to formulate appropriate national development policies…
States have the primary responsibility for the creation of national and international conditions favourable to the realization of the right to development.
The realization of the right to development requires full respect for the principles of international law…
States have the duty to take steps, individually and collectively, to formulate international development policies with a view to facilitating the full realization of the right to development.
States shall take resolute steps to eliminate the massive and flagrant violations of the human rights of peoples and… threats against national sovereignty, national unity and territorial integrity, threats of war and refusal to recognize the fundamental right of peoples to self-determination.” (A/RES/41/128- UN Right to Development Art..2 part 3, 3 part 1 & 2, 4 part 1, & Art. 5)
Dr.Coach Achu (AEC-Sr.)
To be a part of a global legal education and development horizon, join us at www.btheducationgroup.org

Naively we blurt out the engendered botherations, but who is the engenderer?
We take to task or chide at the fallouts, but who is her causal?
We gloat and euphemize at causality, but who is the wretch?

Do we solemnify or sedate the urge to contravene…
Do we intermit and mull over the determinative? Do we introspect on our alternatives, obverses or possible actions? If or when we do, can we fathom the causal agent without derision?
Do we choose scholarship from/for the lawful outcome or do we opt for the contemptuous outlaw?
Do we know the role/rule of law afore we choose?
Do we choose the law or the custom?
Do we customize the outlaw to look like the law and then choose it?
Do we fete on it?
If the law requires our full development to be the unidirection of education (UDHR Article 26 part 2), what else is the basis or relation that provides the foundation for substandard seeming educational institutions?
What is the fundamental assumption from where these ostensive or supposed institutions of learning are begun?
What is the fundamental assumption from where parents enroll their children into nonstandard institutions?
Is it law or loci?
If the law requires full development as the outcome of education, what kind of education should be fostered across the world? What should governance on education entail? What roles should government ministries or departments of education highlight? What kind of adjective should qualify educational institutions and proprietors? What should governments do to ascertain the rule of law on education? What should parents/families do to ensure their very own full development?
National Anthropic Development (NAD)
The Universal Declaration of Human Rights (UDHR Article 16 part 3) nominates the family as the fundamental unit of supra-national development. The development of the world is adjudged from the unit development of the world; the family! The development of the family is only as strong as the independent-integral development of the human persons within the family unit, articulated in the Right to Development Article 2 part 1.
Looking back at the determination expressed in the Human Rights-based approach to development, veritable education and development should not be lacking in orderly continuity. This order is as follows;
- Education that is consentient with Human Rights standards (UDHR Article 26 part 2) should lead to the full development of every person or member within the family unit, and hence the maturation of nations and their societies via the maturation of their fundamental group unit: UDHR Article 16 part 3.
- When lawful education is chosen, full development is the given; when the full development of the human personality is the all-important component of development, our war-like fete would cease.
Accordingly, the Human Rights-based approach to development states;
"Every person and all peoples are entitled to active, free and meaningful participation in, contribution to, and enjoyment of civil, economic, social, cultural and political development in which human rights and fundamental freedoms can be realized.”
Meaningful Participation is a Requirement for the Realization of Development:
What meaningful roles do we play for the realization of our very own development, that of our families, society or nation? Are we consciously and constantly choosing education that would lead to our full development or that of our very own families – society and nation, or do we prefer the custom?
Meaningful participation requires the apprehension of organizational development; the importance of doing education by the books, the ability to choose, or make decisions for the all-important, nonpareil objective of education.
When Push Comes to Shove;
- Development of nations would require the wielding of institutions with lawful and integral organizational development practice; i.e. institutions that would inviolably and indefatigably, crown the law on education and development as their foundation of scholarship; and the family as the fundamental group unit of national development.
- Parents would have the prior responsibility to drive family full development by choosing lawful family education and development institutions. These institutions should have the administrative tenacity, and the rightful international education and development folio to manage family maturation, which essentially becomes the bedrock for national development and maturation.
The Responsibility of States:
1. States have the primary responsibility for the creation of national and international conditions favourable to the realization of the right to development.
2. The realization of the right to development requires full respect for the principles of international law concerning friendly relations and co-operation among States in accordance with the Charter of the United Nations.
3. States have the duty to co-operate with each other in ensuring development and eliminating obstacles to development. States should realize their rights and fulfil their duties in such a manner as to promote a new international economic order based on sovereign equality, interdependence, mutual interest and co-operation among all States, as well as to encourage the observance and realization of human rights.
(A/RES/41/128 - Art. 3, Right to Development UN)
It is in the light of the aforesaid, that I, Dr.Coach Achu Gustave, encourage you to become part of a world (supra-national anthropic) development platform through your meaningful participation in your development and that of your family, society, nation and world, in either of the following capacities;
• National Anthropic Development (NAD): NAD is the Development of nations through the full development of the families that make up the societies that make up the nations, that constitute the world. The NAD highlights families of nations as the fundamental unit of national socio-economic advancement by international law - UDHR Article 16 part 3: the NAD is the compound exposition of BTH Education Group services in the following regard;
• The FEDC Program: The Family Education Center (FEDC) Program is the fundamental institution for National Anthropic Development; full development of families of societies of nations, hence, replete national development - maturation. The FEDC is consentient with sustainable development goal 16 (SDG-16 UN) on strong institutions for supranational development. The services of the FEDC are as follows;
• The Family Education Counselorship (FEC) Program is the centripendal, consolidative or unifying service of the FEDC of BTH Education Group for family full development (Family Maturation). The FEC program delivers a full wad of family education counselorship, education counselorship, and counselorship for socio-economic advancement of the family.
• The Marriage Education Counselorship (MEC) program an integral part of the FEDC wad of programs and or institutions for family maturation. The role of the MEC program is to create the most enabling environment for family development understructured by the man and the wife, or parents (UDHR Article 26:3).
• The International Professional Early Child Education (PECE) Program is the most replete formation institution of the FEDC for National Development and National Anthropic Development - Maturation; PECE is a 17-years formation program, respectively; The PENTAD (1- 5), The TENNAR (5-10), Postindustrial Development (10-15), and Recondite Organizational Development (15-17). The PECE is the most substantial, and or most inviolable employment of the international machinery for formative quality education, development, and socio-economic advancement; i.e. for pupils between ages 1-17; the rights of children to partake in quality education (Quality Education: SDG 4, Right to Education, Right to Education that leads to their full development: UDHR 26, PART 1, 2, and the right of children to have their parents choose the aforementioned education, is expressed in UDHR Article 26 part 3) and their right to be pillars of development for the future is consentient to the declaration on the right to development - A/RES/41/128 Article 2 part 1.
• The International Corporation Development (ICD) Program is the most advanced reformative international education and development program for family economic advancement via the parents, and the most recondite and replete reformative education and development wad for +18 members of the family. The ICD embodies the complete education and development wad to establish the family economically and to install, accommodate and establish (settle) any +18 member of the family internationally, educationally and developmentally. The ICD is a challenging employer education program, consentient with education directed towards the full development of the human personality (UDHR Article 266 part 2) and human-centered development (Right to development Article 2 part 1).
• The Family Integrative Health (F.I.H) Program is a family eudaemonic program for family sustainable advancement; the F.I.H program is part of the family happiness, healthiness and prosperity program to ennoble and cosign family full development. FIH programs purveyors a batch of Preventative, integrative, curative especial healthcare services from a leading series of providers in the industry. Our goal is to enable families assay satiate healthcare.
• The International School of Social Administration (ISSAD): ISSAD is the world’s leading social administrative development program for the FEDC-NAD.
Join us today at www.btheducationgroup.org to effect the change that would bear upon, the development of our very own world.
Recalling also the determination expressed in the Preamble of the Charter of the United Nations to save succeeding generations from the scourge of war, to establish conditions under which justice and respect for obligations arising from treaties and other sources of international law can be maintained, to promote social progress and better standards of life in larger freedom, to practice tolerance and good neighborliness, and To Employ International Machinery for the promotion of the economic and social advancement of all peoples.
Dr.Coach Achu Gustave (AEC-Sr.)
www.btheducationgroup.org

Choosing the Right Education for Children
Subtitle: Choosing the Right Education for the Family 
Where Are Our Children Today? Are they catching up on what we’ve left undone, or are they in a cyclorama of unrealistic expectations?

What must have beguiled and enchanted the fate of other children who designed the crafts we use for navigation in or on water or air or through outer space; the motored and wheeled vehicles, electric et alia; the lightbulbs, HD and 4K TV definitions, non-atmospheric fiber optic systems (FTTH), enhanced mobes, et cetera.

If the fiscal growth of and in the world is the outcome of value creation, what is the basis of the desire of parents for a responsible and sustainable fiscal and socio-economic future for their progeny in our societies?

IS IT PROVIDENTIAL EDUCATION?
Unfalteringly, No! Parents are unremittingly choosing the absurd impersonation of education for their family and progeny, lovingly!

Despite notable efforts by international authorities in education and development like UNESCO (vide infra) for a global lawful education for sustainable development for all, parents find no urgency in the affair of choosing the lawful educational practice over the customary, wonted outlaw!

For these are turbulent times. The world is getting younger, and aspirations for human rights and dignity are rising. Societies are more connected than ever, but intolerance and conflict remain rife. New power hubs are emerging, but inequalities are deepening and the planet is under pressure. Opportunities for sustainable and inclusive development are vast, but challenges are steep and complex.

The world is changing – education must also change.

Societies everywhere are undergoing deep transformation, and this calls for new forms of education to foster the competencies that societies and economies need, today and tomorrow. This means moving beyond literacy and numeracy, to focus on learning environments and on new approaches to learning for greater justice, social equity and global solidarity.

Education must be about learning to live on a planet under pressure.

Across the world, we have seen great progress in expanding learning opportunities for all. Yet we must draw the right lessons to chart a new course forward. Access is not enough; we need a new focus on the quality of education and the relevance of learning, on what children, youth and adults are actually learning. Schooling and formal education are essential, but we must widen the angle, to foster learning throughout life.
(Irina Bokova Director-General of UNESCO)

Despite notable efforts to harness useful and providential education, especially early childhood and early-child education, parents are engrossingly commuting to collude the moral and legal documentary of education, along side, dissimulative ostensive educational institutions.

More than 40 years ago, the nations of the world, speaking through the Universal Declaration of Human Rights, asserted that "everyone has a right to education".
Despite notable efforts by countries around the globe to ensure the right to education for all, the following realities persist:
* More than 100 million children, including at least 60 million girls, have no access to primary schooling;
* More than 960 million adults, two-thirds of whom are women, are illiterate, and functional illiteracy is a significant problem in all countries, industrialized and developing;
* More than one-third of the world's adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape, and adapt to, social and cultural change; and
* More than 100 million children and countless adults fail to complete basic education programmes; millions more satisfy the attendance requirements but do not acquire essential knowledge and skills; (UNESCO World Declaration on Education for All_1990)

A hundred million more children and countless adults are committed to ostensive institutions of learning with neritic educational background and rights, contrary​ to SDG-16 (Strong Institutions for sustainable development), and completely lacking the potential for development of functional literacy;

A hundred million more children and countless adults are committed to effete institutions specialized in handing attendance certificates (degrees etc.) to pupils who fulfil attendance requirements, despite their failure to complete basic education programs, acquire essential knowledge and skill, and their eminent functional illiteracy. Parents unremittingly commit their children to these institutions with dissimulative admittances that convolute educational imports and rights, lovingly; they commute with their young and old; for the inutile educational practice, they’ve given it all, they’ll give it all!

IS THERE HOPE?
There is practical compunction for parents and benefactors - veer towards the lawful design of education for your family. Action it by choosing law abiding organizations over ostensive educational institutions or organizations, malversating national and international educational holdings.

Choosing the Law Means…
Choosing the law means abandoning the customary, wonted outlaw! It means, espousing the right to education for right holders, the context and direction of education and the duty of duty bearers (vide infra);

UDHR Article 26 Part 1:
Everyone has the right to education… (Right Holders)

UDHR Article 26 Part 2:
Education shall be directed to the full development of the human personality…(Context and direction of Education)

UDHR Article 26 Part 3:
Parents have a prior right to choose the kind of education that shall be given to their children.

Parents have the prior right to choose the kind of education for their children that shall be directed to the full development of their human personality.

Parents have the responsibility to ensure that this direction of education is the tenet of educational institutions. Parents have the responsibility to choose strong institutions that embody legal education imports and the aforesaid laws.

Visit BTH Education Group Today to begin journey.
https://www.btheducationgroup.org/professional-early-child-education.html

What education do we need for the 21st century? What is the purpose of education in the current context of societal transformation?
Dear people of the world, and members of the human family,
The following forward by Irina Bokova, Director General of UNESCO, is the matter-of-fact about the legal framework of education for the nations of the world! Are you a part of it?
(Forward from UNESCO Publication 2015: Rethinking Education - Towards a global common good)
What education do we need for the 21st century? What is the purpose of education in the current context of societal transformation? How should learning be organized? These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report,’ I am convinced we need to think big again today about education.
For these are turbulent times. The world is getting younger, and aspirations for human rights and dignity are rising. Societies are more connected than ever, but intolerance and conflict remain rife. New power hubs are emerging, but inequalities are deepening and the planet is under pressure. Opportunities for sustainable and inclusive development are vast, but challenges are steep and complex.
Societies everywhere are undergoing deep transformation, and this calls for new forms of education to foster the competencies that societies and economies need, today and tomorrow. This means moving beyond literacy and numeracy, to focus on learning environments and on new approaches to learning for greater justice, social equity and global solidarity.
Education must be about learning to live on a planet under pressure. It must be about cultural literacy, on the basis of respect and equal dignity, helping to weave together the social, economic and environmental dimensions of sustainable development.
This is a humanist vision of education as an essential common good. I believe this vision renews with the inspiration of the UNESCO Constitution, agreed 70 years ago, while reflecting new times and demands.
Education is key to the global integrated framework of sustainable development goals. Education is at the heart of our efforts both to adapt to change and to transform the world within which we live. A quality basic education is the necessary foundation for learning throughout life in a complex and rapidly changing world.
Across the world, we have seen great progress in expanding learning opportunities for all. Yet we must draw the right lessons to chart a new course forward. Access is not enough; we need a new focus on the quality of education and the relevance of learning, on what children, youth and adults are actually learning. Schooling and formal education are essential, but we must widen the angle, to foster learning throughout life. Getting girls into primary school is vital, but we must help them all the way through secondary and beyond. We need an ever stronger focus on teachers and educators as change agents across the board.
There is no more powerful transformative force than education – to promote human rights and dignity, to eradicate poverty and deepen sustainability, to build a better future for all, founded on equal rights and social justice, respect for cultural diversity, and international solidarity and shared responsibility, all of which are fundamental aspects of our common humanity.
This is why we must think big again and re-vision education in a changing world. For this, we need debate and dialogue across the board, and that is the goal of this publication – to be both aspirational and inspirational, to speak to new times.
(Irina Bokova - Director General of UNESCO)
Dear nations, member states of the United Nations, what type or kind of education befits the current context of societal transformation?
Dear Parents, what kind of education, or education system, prepares the family progeny to live on a planet under pressure?
Dear citizens of the world, the world is changing – education must also change.
We must abandon the custom and follow the law; we must develop the right educational attitude as a reality; education that would lead to the full development of the human personality is the one, eminent and matchless, reference and definition of education - UDHR Article 26 part 2.
We must rethink education!
Dr.Coach Achu Gustave 
​www.btheducationgroup.org