Fighting the Cause of Terrorism, not the side effects.

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