Whether we have what it takes or someone else does...

The Future we want...the future we expect…the future we have.
 
How convenient it is, when someone else is responsible for our very own development, how soothing - how assuasive!

Is it not also consolatory, our unletteredness, bearing on our troubles or source of difficulty? - It is convenient to blab out our issues as if her anomaly whereabouts were estranged from us.

Where and when development is important...
What does the law posit? The United Nations Declaration on the right to development, A/RES/41/128, 4th December 1986, 97th plenary meeting, posits;

"Recognizing that development is a comprehensive economic, social, cultural and political process, which aims at the constant improvement of the well-being of the entire population and of all individuals on the basis of their active, free and meaningful participation in development and in the fair distribution of benefits resulting therefrom..." Annex Para 2.

Development is a comprehensive...
1. Social Process
2. Economic Process
3. Cultural Process
4. Political Process



1. Development is a Comprehensive Social Process: as a comprehensive social process, the derivative of development for the nation is the society; the derivative of development of the society is the families that make up the society, whose derivativeness is the man and the wife or parents.

The aforesaid form the basis of two international laws for development;
- The Family is the foundation for National Anthropic Development (Family-Society-Nation) - UDHR Article 16 part 3;
"The family is the natural and fundamental group unit of society and is entitled to protection by society and the State."
- Parents are the foundation of Family development - UDHR Article 26 part 3; "Parents have a prior right to choose the kind of education that shall be given to their children."
Hence, the anthropocentric or independent-individual development of parents would censoriously impress upon the development of the family unit, which is the most fundamental group unit of development. What is the rule of thumb? The rule of thumb is UDHR Article 26 part 2!!!
"Education shall be directed to the full development of the human personality"

Individuals who attain parenthood without a "full personality development" educational outcome, fall short of the socio-economic, mental, emotional, temperamental, and behavioral aptitude to drive development through their family unit to the society! Their failure to attain intellectual full development deprives them of the cognoscitive ability to choose the kind of education for their progeny that would lead to sustainable development; and heretofore, forfeit the kind of recondite family development that can enable the constant improvement of the well-being of the entire family and of all individuals within.

In concision, development as a comprehensive social process requires the active, free and meaningful and comprehensive participation of parents in development for the realization of the benefits of development towards the family, society, nation and the world.

2. Development is a Comprehensive Economic Process: What better ingression for world economic emergence than riveting on the central subject of development as the international machinery for comprehensive economic development: meanwhile the preamble of the charter of the United Nations beatifies the employment of the international machinery for the socio-economic advancement of all people, the Right to Development (RES/41/128, Art. 2 part 1) highlights the human person as the central subject of development.
 
World maturation incredibility is persistent since three-fourths of knowledgeability drills are annealed on effete-scrabbling practices: bottom-top implementations of subject-centred development, by ostensive education agencies or institutions with supposed neritic or dissimulative admittances that convolute international educational imports and rights, sagging invigoration for knowledge creation aside employability/unemployability kvetches.
 
World maturation incredibility is persistent thanks to the malversation of the international holdings on education (UDHR Art. 26) ostensibly, by education-development agencies blackguarding the axiological and ontological background and hypostasis of education. Education should lead to the full development of the human personality not the acquirement of longitudinal attendance certificates (UN UDHR Article 26 part 2). Education should lead to anthropocentrism development, because the human person is the central subject of development (A//RES/41/128).
 
World maturation is credible through the formulaic betrothment of the international tenet for comprehensive economic development: the human person as the central subject of development, is the genius loci for the metastasis of global economic development-maturation.
 
3. Development is a Comprehensive Cultural Process: whereas, culture is regarded as tradition or specific inherited patterns of thoughts or practices of a particular society, this definition is insufficient and or substandard to the definition of culture with respect to education and development. Culture should etymologically entail the following;
 

• All the knowledge and values shared by a society, and
• A highly-developed state of perfection; having a flawless or impeccable quality,

 
 to define a comprehensive cultural process veer development, which aims at the constant improvement of the well-being of the entire population and of all individuals on the basis of their active, free and meaningful participation in development and in the fair distribution of benefits resulting therefrom. Without the tenacity to innovate, or improve veer impeccability, or perfection or full development, culture forfeits its delineation and solvency.
 
4. Development is a Comprehensive Political process to oversee the employment of the international machinery at national level for the social and economic advancement of all people. The superintendence of the international machinery of education and development (UDHR Article 26, A/RES/41/128, and UDHR Article 16 part 3) constitute the resolute and comprehensive political process for national anthropic development.
 
5. No Participation, No Development; No Meaningful Participation, No Development: Whereas, development is aimed at the constant improvement of the well-being of the entire population and of all individuals, their active, free and meaningful participation in development is the prerequisite for development or the benefits resulting therefrom.
 
Meaningful Participation would require nations to ensure the internationally stipulated natural and organizational pattern of development (patterned advancement); The application of international practice of law on Education and development by the fundamental group unit of development for the development-maturation of the inexpugnable society and the impregnable nation.
 
Parents would have to choose the kind of education that is concordant with the aforementioned international law on education and development; education and development institutions would be required to practice education that nominates the kernel of the international constitution of education and development – The human person, or human-centered development.
 
Do we have what it takes to achieve the development we expect? Are we making the decisions that can actualize our expectations as a family, society or nation?
 
Great Questions

1. Are there education or development institutions responsible for the education and development of the fundamental group unit of development?
2. Are duty bearers (government, government agencies, denotative governance organizations) and right holders (parents, citizenry) aware and enabled to provide the meaningful participation required for organizational development?
3. Are all these developmental participants actively participating in the development process?
4. Are parents educated to entrepreneurially effect family socio-economic advancement?
5. Are parents educated to choose the kind of education relevant for their children?
6. Are children in the right education and development environment?
7. Who is educating them?
8. Are educators qualified by international law on education and development to mentor?
9. Are there structures designed to facilitate improvement and reformation for full development?
10. Are national education and development institutions established on the international machinery or imprimatur for education and development?
11. Are there education and development institutions for employers?
12. What is the outcome of the current education or development institutions?
13. Are educational institutions producing more employees or employers?
14. Are current companies, or businesses a product of complete education by UDHR Article 26 part 2?
15. Are current developmental trends for the society, companies, or businesses in line with the international tenet and law on development, A/RES/41/128, Article 2 part 1?
    

Looking at the now…
Can We foretell our future?
 
Dr.Coach Achu Gustave (AEC-Sr.)
www.btheducationgroup.org

 

FRUGALITY IN NATIONAL POLICY
​Whereas it is important to recognize the role of policy for the development of all nations as member states to the international law on Education and development,
Whereas, the Preamble of the United Nations avows the responsibility of states to the right to development (Article 3: part 1, 2, 3);
“States have the primary responsibility for the creation of national and international conditions favorable to the realization of the right to development.” 
“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.” 
“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.” 
States have the primary responsibility for the creation of national education and development ministries, institutions et al, that provide conditions favorable towards the realization of the right to development. What is the focal aspect to the right to development? In the declaration on the right to development  41/128, 4th December 1986;
“ the human person is the central subject of the development process and development policy should therefore make the human being the main participant and beneficiary of development…”
States have as primary duty, the creation of national and international favorable conditions for education and development such as, ministries, delegations etc., bordered and developed from the international machinery on education and development, because the realization of the right to development or right to education and development, requires FULL respect for the PRINCIPLES of international law concerning education and development, which are;

UDHR 26: PART 2  - Education shall be directed to the full development of the human personality…
A/RES/41/128 Art. 2:1 - The human person is the central subject of development and should be the active participant and beneficiary of the right to development. 
As a consequence, member states could not possibly create education and development ministries to endorse education and development organizations, schools, institutions alia, without their very own enactment, characterization and personation of these binding laws/imprimaturs. 
Government ostensibilities that belie these jurisprudences should be abrogated wholly as part of a national development footstep towards eliminating obstacles to education and development. 

The imprimatur, the  legal and explicit approval, the fundament of jurisprudence on education and development should thence, impute and ascribe the basis for contriving education and development ministries et alia. 
BTH Education Group’s FEDC 2016/17-18 program (Strong Institutions for National Development: SDG-16) is in abidance with the international machinery on education, development and strong institutions (UDHR Art. 26, A/RES/41/128, SDG-16), for supra-national maturation (SDG-17). 
Dr.Coach Achu Gustave.
www.btheducationgroup.org 

TOPICALITIES:
SKILLS OR CERTIFICATES? 
Daresay a global apraxia towards Quality Education (UDHR Article 26/ SGD-4), Development (A/RES/41/128), and Responsible Consumption and Production (SDG-12), led to the following backwash-bandwagon effect;

• Nations of the world asked citizenry to present original copies et al, of their supposed bona fides/certificates etc, as per institutions, organizations, regions, to respective authorities.
• Following the aforementioned compliance, the government shreds and burns up all certificates and thereafter, issues the following dispatch:
• “ The time has come for skills and merit to take preeminence in our beloved nation; if you actually are qualified enough, your skills would prove beyond reasonable doubt your meritorious prestigious, prodigious service to your nation.”
• Furthermore, the government avowed a meritorious work force is an attempt to model and accomplish a strong national education and development program. 

Questions

1. What percentage of the citizenry who have previously lambasted a need for change would be ready for such a change diaphragm?
2. What percentage of the citizenry would maintain their supposedly deserved (well-earned) salaries, if every penny was spartanly based on skills. 
3. What would be the impact of such austerity or nonindulgence towards national emergence? 

A NOTE ON THE CONCEPT OF SKILLS
The denotative contextual, lexical, explicit and ostensive definition of SKILLS is ACCOMPLISHMENT: with the ability, action and power epitomization. Abilities are acquired through training because training is the talent synonymy. Actions reverberate the quality of knowledge acquired (actionable knowledge), relating to the study of values. Power is the typical representative of the impact of quality education to a nation; it is a resultant of the potentials and abilities of National Anthropocentrism Development. 

The second lexical scientific denotation of SKILLS is “the Ability to produce solutions in some problem domain”. 
Providing rather than receiving is the recursive definition of skills in conformity with  recent instruments on sustainable development such as sustainable development goal (SDG) 12, on responsible consumption and production. 

THE PURSUIT OF RESPONSIBLE EDUCATION AND DEVELOPMENT
What exactly doesn’t comprise Education or Development? Bigamy? The ambiguous equivocal wedlock of education and what education is not within a single system or nation, is defamatory (tending to discredit or malign) to the international imprimatur and law on Education and Quality Education - UDHR Article 26 part 1/SGD-4. 

The alleged constitutive educational avocation subjecting human-centered development indeed, deserves desertion, not the tergiversation of the imports and commitments concomitant with utile education and development. The official withdrawal and abandonment of what doesn’t work isn’t an aberration to world education model, than global and systemic educational deviancy and reductivism by putative clamant posses. 


The demoralization afterdamp marking the divergence to educational and developmental ethics require the wielding of even more vitriolic footprints  to normalize quality education (SDG-4): duly avowed in the 2015 post-sustainable development goals as strong institutions for sustainable global supra-national development.

Thence, to corroborate the aforementioned educational imprimatur, BTH Education Group as the world’s leading education and development organization, has highlighted the following for supra-national anthropic development.

• The International Corporation Development Program: The most enceinte pursuit of human-centered development through the international education and development imprimatur.
• The FEDC: The platform of Strong Institutions for world/supra-national development

To Peruse on the agenda for global development 2016-17/18, visit www.btheducationgroup.org 

​ENTRY
The world Commission on Environment and Development promoted the concept of 'sustainable development' in the late 1980s. Until then, environment and development tended to be thought as two distinct actions. Until the exegete rendering of education, education and development subsidiariness are thought as standardized and interchangeable denominations.
 
Theme 1: What is Education for Sustainable Development (ESD)?
United Nations Decade of Education for Sustainable Development (UN DESD) delimitates education for sustainable development as;
 

• A catalytic process for social change that seeks to foster – through education, training, public awareness – the values, behavior and lifestyles required for a sustainable future.
• Thus, Sustainable Development can be seen not so much as a technical concept but as an educational one – not so much the end goal of government policy but the process of learning how to think in terms of ‘forever’.
• This means that ESD involves learning how to make decisions that balance and integrate the long-term future of the economy, the natural environment and the well-being of all communities, near and far, now and in the future.

DESD – UNESCO UN further foregrounds ESD as a visionary approach to education, that seeks to help people better understand the world in which they live and to face the future with hope and confidence, knowing that they can play a role in addressing the complex, and interdependent problems that threaten our future such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and violation of human rights.
 
Exegesis to Theme 1: ENTRY
The mid 16th century Latin Education definability, definable terms and rules delimitate (set, mark, or draw the boundaries) educatio(n-), from the verb educare as;

• "A breeding, a bringing up, a rearing" or “I educate, I train’, colligated to the homonym ēdūcō, ("I lead forth, I take out; I raise up, I erect"), from ē- ("from, out of") and dūcō ("I lead, I conduct").

The aforementioned howling education etymology (I train, through breeding, bringing up, taking out and leading forth) predestinates the humanistic (human-centered) delineation of education by Universal Declaration of Human Rights (UDHR) Article 26 part 2.
 
“Education shall be directed to the full development of the human personality…”
 
The “full development of the human personality” argument in the aforesaid UDHR is corroborated by the international resolution on development, A/RES/41/128 on the Right to development, UN. Thusly, the synthesis of education and development inclusion is a singleton from the following panoptic education stance;
Exegesis of Theme 1: What is Education for Sustainable Development (ESD)?
 

• “To foster the values, behavior and lifestyles required for a sustainable future through education.”
• Sustainable Development can be seen as an educational concept.
• Education should address development in a sustainable fashion: Education for sustainable development involves helping people to learn how to make decisions that balance and integrate the long-term future of the economy, knowing that they can play a role in addressing the complex, and interdependent problems that threaten the future of their natural environment and the well-being of the communities they live in.

To foster the values we reckon, perceive or think about in any and every particular way, to help develop, encourage and necessitate the natural behavioral science, skills and abilities required to produce solutions to the following especial problem specific domain, humanism, education is hardly the central purveyance than the one and only, matchless, unrivalled and nonpareil.
 
Education is almost not the charity shot to delimit the axiological necessaries of Sustainable Development, and what does sustainable development mean?
 
In the document “DESD at a glance” (UN DESD 2005 – 2014), “sustainable development means having a different vision of the world.”
To backdrop the general inclusive notion that values, behavior and lifestyles are important developmental desiderata via the education desideratum, is embracing the true meaning of sustainable development in the light of learning how to think in terms of “forever”.
 
For all and sundry therefore, Sustainable Development is an educational concept to bring up and rear, erect, raise, lead forth and take out the full human personality; The complex of all the attributes--behavioral, temperamental, emotional and mental--that characterize a unique yet fully developed individual.
 
Education hence, addresses how development is done or how it happens: education would buttress the following developmental axiological queries;
 

• Utility Education would easily buttress the ability to balance and integrate the long-term future of the economy than her anomaly whereabouts e.g. au naturel connotations of world tertiary institutions who cannot rebuff the bane of choosing a valueless (without a true axiological theme) chemical engineering program over a human-centered one, have not only belied the International law on education, but have also produced calculated uses/users of violence or her terrorism fallouts.
• Utile Education would always immediately predestinate or foreordain her users with a responsible production and consumption (SDG-12) tendency or inclination to;
• know that the proper employment ambition would be to play a role in addressing the complex, and interdependent problems that threaten the future of their natural environment and the well-being of the communities they live in.

In conclusion, BTH Education Group’s ICD program or platform for PECE/ICD-FEDC 2016/17-18 program and The ALPHA2000 Map through 2014 – 2016, highlight axiological development et alia as impregnable structures of full human-centered development. Our International Corporation Development Expositions, National Anthropic Development vade mecum and all BTH Education fortes have expressly, precociously and completely translated the DESD background. 

What should you be concerned about? How your hope for a better world bespeaks your apprehension of your starring educational choice? How your preceding - anteceding educational (informative or instructive knowledge providing) choice or activity has role-played your developmental determinacy?
The leading role today is the ICD - Providing a long-lived inverse example to educational-developmental backgrounding: non-utilitarianism has rendered world educational-developmental growth possiblenesses undecipherable or imperceptible by obscuring or concealing the exegesis of her warrant.
The leading role today is the International Corporation Development (ICD) portfolio thanks to the overlying of utility, the charting of development from utile education countenance, tracing the lines of for many: employer education over the derisory, incongruous employee education (Banking system) which should play the background, or better still, play her nonexistence.
The words for utility education in the aforementioned UNESCO quote are, “quality-relevance-good”, enunciated in the definition of utility education as, “the useful is the good.”
In the same light, let us straightway, revalue education as the incumbent-superjacent setup and generator of global transcendency and her utilitarianism as normative: global maturation and her state of excelling, surpassing or going beyond usual limits, circumscribed by non-effete, ebullient utility, driven by usefulness and usability, rather than unobvious taxing conventionalities. The over-indulgency of these global education aforesaid conformisms are costed at knowledge/educational unoriginalities (uncreativeness due to a lack of originality) as a result of being too conventional. Shouldn’t we have to belie the overindulgences of inutility to utility?
World Education and her arcane organizations, and instruments should not coiffure educational isms at the expense of her originative utilitarianisms; overpriced at her implications or essences without her finer nuances. It is the given that, the noticeableness of functional literacy should engender national legal and policy frameworks, parental guidance et aliae, to assign as priority, the unbending implements of useful education/utility education, and thereby, make such choices without disinclination; to secure recondite-abstruse socio-economic advancement, outright, for anthropic-anthropocentric maturement.
Utility Education Apotheosis and Deification shouldn’t backside educational isms. As the one and only – nonpareil knowledgeability vantage, her knowability and praxis is the global eidos-ethos.
Our role is to apotheosize usefulness as the good: our role is to idealize her concessions for global conciliation; to put in service, the impregnability of knowledge engrossment for supranational development via human-centered development. (Complimentary to the Alpha2000 map – Personal Development): Educational Utilitarianism and her ontology, is Education’s only sail.