Education

If I can only change the life of one child for the better, then I can call myself a teacher. If I only change the life of one child for the worse, then I have undone my work.

Education is a lifelong process of interacting with the world that surrounds us, as it changes and we adapt to those changes. When during those interactions we draw improvements for ourselves, those close to us and the communities where we live, we can safely say that we have learnt. If and when during those interactions, wherever they might have taken place, we gain a sense of loss, inferiority, maladaptation or lacking, we have not learnt.

If we have gained theoretical knowledge, practical know-how and obtained certificates that validate externally our educational process but go on to use that knowledge for our personal benefit only, we have learnt to profit, not to live.

As our societies have developed, we have created regional, national and supranational systems of government and these include education. Different governments and different societies see formal education as a process that takes place at schools and universities, later on at the work place and aids the development of that country. It is vital not only to the well being of its population, but to its economy in whichever system they might find themselves in at any given point in history.

In the 20th century education was established as a universal human right and children and teenagers all the world over were made to stay at school until the age of 16 or older.

This is a much more radical change than we would like to believe and in the way in which it has been established in some countries, if not many, it has led to a significant number of youths who enter adulthood with an inherent sense of failure to which the formal schooling they experienced in the way they experienced it has been a major contributor.

UNESCO has therefore established as a goal for the 21st century a “good education” with a “life long” span.

I am here to help reach that goal.

I promise.

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