The Future We Want...

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