QUALITY EDUCATION & DEVELOPMENT

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