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José Caetano Gomes Bache lor of Science Public Health Angola |
Nicolau Londe Gomes Miguel Bache lor of Business Administration Business Administration Angola |
Joao Arceno Mendes Bache lor of Science Industrial Enginee ring Angola |
Lisandro Martínez Bovier Bache lor of Science Systems Enginee ring Argentina |
María Cristina Ferrari Doctor of Science Public Health Argentina |
Elizabeth Maria Barr Clyde Bache lor of Business Administration Business Administration Management Bahamas |
Tina Dianna Forbes-Rasmussen Ass ociate of Science Public Health and Nutrition Bahamas |
Osmin Kevin Sarceno Bache lor of Science Civil Enginee ring Belize |
Alejandro Valeriano Ruiz Bache lor of Science Electrical Enginee ring Bolivia |
Moanamisi Tawana Bache lor of Science Civil Enginee ring Botswana |
Abiyah Coretta Esango Epse Mimba Doctor of Business Administration Human Resources Cameroon |
Alain J Painchaud Doctor of Physics Modern The rmodynamics of Sys. of V. S. Canada |
Walter Mauricio Flores Véliz Bache lor of Science Geology Chile |
Chestin Tatiana Carstens Vásquez Doctor of Education Education Chile |
Maribel Diaz Isaza Bache lor of Science Civil Enginee ring Colombia |
Oscar Alejandro Lopera Calle Doctor of Education Education Colombia |
Yhonatan Estiben Batero Agudelo Bache lor of Science Mechanical Enginee ring Colombia |
Dominique Bagula Burume Matière Bache lor of Business Administration Business and Management Democratic Rep ublic of Congo |
Andy Numbi Ngoy Doctor of Science Microbiology Democratic Rep ublic of Congo |
Kasongo Nguba Joseph Doctor of Philosoph y Project and Financial Management Democratic Rep ublic of Congo |
Kiwa Wane Papy Doctor of Philosoph y Project and Financial Management Democratic Rep ublic of Congo |
Daniel Elías Robles Robinson Bache lor of Computer Science Information Security Dominican Rep ublic |
Ángela del Carmen Espinal Veras Doctor of Human Res ources Human Resources Dominican Rep ublic |
Angel Gilberto Peña de la Rosa Bache lor of Science Civil Enginee ring Dominican Rep ublic |
Roque Juan Nuñez Bache lor of Education Educational Psychology Dominican Rep ublic |
Cristian Perdomo Hernández Doctor of Political Science Electoral Studies Dominican Rep ublic |
Juan Fabrizio Tirry Doctor of Education Scientific Investigation Methodology Dominican Rep ublic |
Ana Manuela Palma Avellán Doctor of Business Administration Business Administration Ecuador |
Jose Antonio Huerta Nivelo Bache lor of Science Animal Science Ecuador |
Ester Carolina Robles Veliz Bache lor of Science Nutrition, Diet and Aesthe tics Ecuador |
Juan José Owono Okiri Nkoho Master of Science Public Health Equatorial Guinea |
Javier Nguema Onguene Bache lor of International Relations International Relations Equatorial Guinea |
Mark Yaw Taylor Master of Business Administration Business Administration France |
Mayra Elizabeth Santizo Galdamez Bache lor of Science Civil Enginee ring Guatemala |
Pedro Luis Flette Eastsan Bache lor of Physics Physics Guatemala |
Amadita Pinzón Almendra Bache lor of Science Psychology Guatemala |
Juan Carlos Valdez Sandoval Post-Doctorate of Business Administration Business Administration Guatemala |
Harouna Traore Certificate Certificate of Management Guinea |
Nadine McIntosh-Ramsarran Doctor of Philosoph y Clinical Psychology Guyana |
Rocheny Sifrain Doctor of Philosoph y Finance Haiti |
Pierre Bernadin Jean Laurent Bache lor of Communications Communications Haiti |
Rosa Elena España Portillo Bache lor of Science Information Technology Honduras |
Malcom Josue Bonilla Reyes Bache lor of Science Psychology Honduras |
Eva Celestina Fernandez Rodriguez Bache lor of Science Civil Enginee ring Honduras |
V.V.L.N. Sastry Post-Doctorate of Economics Economics India |
Isaac Devakumar Doctor of Philosoph y Mathe matics India |
Claudia P. Barrientos Cámbara de Pérez Master of Intl. Business Management Economic Development Coope ration Italy |
Mahvell Neisha-Lois Charlton-Brown Doctor of Philosoph y App lied Linguistics Jamaica |
Dennis Gachamba Bache lor of Science Information Technology Kenya |
Stella Adhiambo Agara Bache lor of Science International Relations and Diplomacy Kenya |
Mark Mungai Ng'ang'a Doctor of Philosoph y Educational Administration Kenya |
Badriya AlGhanim Bache lor of Accounting Accounting Kuwait |
Norma Hajj Bache lor of Education Education Kuwait |
Eric Filor Nagbe Doctor of Philosoph y Accounting Liberia |
Mohamed Bah Bache lor of Business Administration Business Administration Liberia |
Trokon Rockefeller Jackson Doctor of Philosoph y Education Leadership Management Liberia |
Arthur T. Johnson Doctor of Philosoph y Legal Studies Liberia |
Aaron Austin Phiri Master of Science Public Health Malawi |
Kone Djakalia Bache lor of Business Administration Business Management Mali |
Harouna Traore Master of International Relations Business and Economics Mali |
Víctor M. Leonardo Gudiño González Doctor of Architecture Urbanism Mexico |
Ramón Alejandro Orozco Meráz Master of Social and Human Studies Spirituality Mexico |
María Lourdes Díaz González Borja Doctor of Education Education Mexico |
Shittu Sheriff Bamidele Bache lor of Science Industrial Enginee ring Nigeria |
Joseph Magaji Azi Doctor of Business Administration Public Financial Management Nigeria |
Nwose, Raymond Chukwuneku Bache lor of Science Electrical Enginee ring Nigeria |
Adepoju Adeyinka Adebayo Master of Science Mechanical Enginee ring Nigeria |
Onazi Enyi Moses Doctor of Philosoph y International Health Nigeria |
James Iorchir Demenongu Demshakwa Doctor of Science Architecture Nigeria |
Essien, Essien Lawrence Master of Science Public Health Nigeria |
Silvia Osaigbovo Tagbo-Okeke Doctor of Philosoph y Project Management Nigeria |
Matthew Omovidolor Ebireri Doctor of Safety and Risk Management Safety and Risk Management Nigeria |
Anju Ganglani Master of Education Educational Psychology Nigeria |
Obaroh, Rebbecca Yemi Bache lor of Human Res ources Human Resources Nigeria |
Emmanuel Iornenge Chenge Doctor of Human Res ources Human Resources Nigeria |
James Komolafe Doctor of Philosoph y Beh avioral Health Nigeria |
Chukwu Raymond Emeka Doctor of Business Management Business Management Nigeria |
Bashir Abdulmumin Ass ociate of Science Civil Enginee ring Nigeria |
Folasade Adunni Coker Doctor of Taxation Taxation Nigeria |
Ogbuti Godfrey Emeka Doctor of Philosoph y Criminology Nigeria |
Adedoyin Adeola Olubunmi Doctor of Science Telecommunications Nigeria |
Ysahaq Gebrechristos Bache lor of Science Computer Science Norway |
Osvaldo Abiud Díaz Torres Bache lor of Science Civil Enginee ring Panama |
Emiliano Ríos Vega Doctor of Tourism Tourism Panama |
Roberto Molinar Ríos Doctor of Accounting Accounting and Comptroller Panama |
Alphonse Kee Domki Ali Master of Economics Strategic Management Papua New Guinea |
Ramiro Concha Lopez Bache lor of Science Civil Enginee ring Peru |
Santos Ricardo Tarazona Maza Master of Science Civil Enginee ring Peru |
Harold Edward Arce Espinoza Bache lor of Business Administration Business Administration Peru |
Cary Hermo Beatisula Doctor of Philosoph y Geotechnical Enginee ring Philipp ines |
Theresa McDermott Santiago Master of Human Res ources Human Resources Puerto Rico |
Theresa McDermott Santiago Doctor of Philosoph y Gerontology Puerto Rico |
Sheila Montes Peña Doctor of Education Educational Administration Puerto Rico |
Luis Mariano Crespo Ortiz Doctor of Education Education Puerto Rico |
Edil G. Trabal Lebrón Doctor of Science Public Health Puerto Rico |
Elizabeth Torres Alvarado Doctor of Business Administration International Business Puerto Rico |
Peter Echesirim Anozie Doctor of Arts Sociology Russ ia |
Felix Ideva Bache lor of Business Administration Project Management Senegal |
Michelle Louise Parkin Doctor of Science Nutrition South Africa |
Lungani Philemon Khwetshube Certificate of Social and Human Studies Legal Studies South Africa |
Jaqueline Koning Doctor of Business and Economics International Human Rights South Africa |
Robert Regnard Bache lor of Arts Business Management South Africa |
Nadine Badenhorst Bache lor of Science International Trade South Africa |
James Ajuong Arou Doctor of Science Business Administration and Management South Sudan |
Bastiyan K. A. Manisha Sweene Rodrigo Doctor of Philosoph y Business Administration Sri Lanka |
Navin Riteshkumar Ruben Samoedj Doctor of Human Res ource Management Human Resource Management Suriname |
Shalinie Ramotar Bache lor of Science Che mical Enginee ring Suriname |
Ijeoma Lauretha Madumere Bache lor of Business Administration Business Management Switzerland |
Shaban Ramadhani Bache lor of Proje ct Management Project Management Tanzania |
Ayse Serra Yücel Bache lor of Science Nutrition Science Turkey |
Hussein Omar Hussein Bache lor of Management Project Management Uganda |
Muleebwa Joseph Bache lor of Science Public Health Uganda |
Norbert Hakisimana Atanyo Konga Doctor of Legal Studies Social Sciences United Kingdom |
Sharderzer Harper Bache lor of Legal Studies Legal Studies USA |
Leonardo C. L. Dias Bache lor of Business Administration International Business Management USA |
Mark Jose Gonzales Doctor of Business Administration Business Administration USA |
Franco Egbe Master of Science Civil Enginee ring USA |
Luis Miguel Gonzalez Lugo Bache lor of Science Information Technology Venezuela |
Christine Lubasi Mwanambuyu Doctor of Philosoph y Linguistics Zambia |
Mathews Allan Chilapa Bache lor of Science Electrical Enginee ring Zambia |
Itai Andrew Mawonde Master of Business Administration Business Administration Zimbabwe |
Gabriel Kabanda Post-Doctorate of Science Computer Science Zimbabwe |
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Introduction
Basic research and excellent
academic presentation will
always be the work of contemporary
scholars as it enables
them to properly critique and
possibly analyzed past and
present issues of complexity
and thus, provide amicable solutions
to critical issues to save
the incoming generations.
When people opt for change,
it is obvious that such change is
aimed at correcting the wrongs
of the past. In ancient past, generation
upon generation did not
experience technological skill
and advancement as modern
epoch does. This is due to the
level of advance education we
have today.
According to Wikipedia,
Education is however the
process of facilitating learning,
or the acquisition of knowledge,
skills values, beliefs, and
habits. Educational methods
include teaching, training,
storytelling, discussion and
directed research. Education
frequently takes place under
the guidance of educators,
however learners can also
educate themselves. Education
can take place in formal
or informal settings and any experience that has a formative
effect on the way one
thinks, feels, or acts may be
considered educational.
A right to education has
been recognized by some
governments and the United
Nations. In most regions,
education is compulsory up to
a certain age. There is a movement
for education reform,
and in particular for evidencebased
education with global
initiatives aimed at achieving
the Sustainable Development
Goal 4, which promotes quality
education for all.
Education began in prehistory,
as adults trained the
young in the knowledge and
skills deemed necessary in
their society. In pre-literate
societies, this was achieved
orally and through imitation.
Story-telling passed knowledge,
values, and skills from
one generation to the next.
As cultures began to extend
their knowledge beyond skills
that could be readily learned
through imitation, formal
education developed. Schools
existed in Egypt at the time of
the Middle Kingdom.
Plato founded the Academy
in Athens, the first institution
of higher learning in Europe.
The city of Alexandria in
Egypt, established in 330 BCE,
became the successor to Athens
as the intellectual cradle
of Ancient Greece. There, the
great Library of Alexandria
was built in the 3rd century
BCE. European civilizations
suffered a collapse of literacy
and organization following the
fall of Rome in CE 476.
In China, Confucius
(551–479 BCE), of the State of
Lu, was the country’s most
influential ancient philosopher,
whose educational outlook
continues to influence the societies
of China and neighboring
Korea, Japan, and Vietnam.
Confucius gathered disciples
and searched in vain for a ruler
who would adopt his ideals
for good governance, but his
Analects were written down by
followers and have continued
to influence education in East
Asia into the modern era.
The Aztecs also had a welldeveloped
theory about education,
which has an equivalent
word in Nahuatl called tlacahuapahualiztli.
It means “the
art of raising or educating a
person”, or “the art of strengthening
or bringing up men”. This
was a broad conceptualization
of education, which prescribed
that it begins at home, supported
by formal schooling, and
reinforced by community living.
Historians cite that formal
education was mandatory for
everyone regardless of social
class and gender. There was
also the word neixtlamachiliztli,
which means “the act of giving
wisdom to the face”. In essence, these concepts
underscore a complex set of
educational practices, which
was oriented towards communicating
to the next generation
the experience and intellectual
heritage of the past for the
purpose of individual development
and his integration
into the community.
In the quest to foster and
direct the full development
of the human personality
and to the strengthening of
respect for human rights and
fundamental freedoms toward
individual integration into
the community, a means to
promote national and global
coherence, the document on
the Universal Declaration of
Human right was adopted on
Friday, December 10, 1948 in
Paris, France.
This which means all men
are equal and must have freedom
to exercise their inherent
and inalienable rights. The
right to live, to peace including
the human right to education.
Upon this backdropped, this
article derives from a more
concern with the contemporary
global situation of
education as a human right
that should be considered a
fundamental global priority.
It places major emphasis on
the human right to education,
a means to derive a
healthy planet as enshrined
in the charter of the Universal
Declaration of Human Rights.
It delves into the past only
because otherwise, it would be
highly impossible to understand
how the present came
into being and what the trends
are like for the near future. In
the search for an understanding
of what is education and
what makes it a fundamental
human right, the limits of
enquiry had to be fixed as far
back at the 3rd century BCE on
the one hand, and the twenty
first century on the other hand.
Background
According to Wikipedia,
Education is however the
process of facilitating learning,
or the acquisition of knowledge,
skills, values, beliefs, and
habits. Educational methods
include teaching, training,
storytelling, discussion and
directed research. Education
frequently takes place under
the guidance of educators,
however learners can also
educate themselves. Education
can take place in formal
or informal settings and any
experience that has a formative
effect on the way one
thinks, feels, or acts may be
considered educational.
A right to education has been
recognized by some governments
and the United Nations.
In most regions, education is
compulsory up to a certain
age. There is a movement
for education reform, and in
particular for evidence-based
education with global initiatives
aimed at achieving the
Sustainable Development Goal
4, which promotes quality education
for all.
Education began in prehistory,
as adults trained the
young in the knowledge and
skills deemed necessary in
their society. In pre-literate
societies, this was achieved
orally and through imitation.
Story-telling passed knowledge,
values, and skills from
one generation to the next.
As cultures began to extend
their knowledge beyond skills
that could be readily learned
through imitation, formal
education developed. Schools
existed in Egypt at the time of
the Middle Kingdom.
Plato founded the Academy
in Athens, the first institution
of higher learning in Europe.
The city of Alexandria in
Egypt, established in 330 BCE,
became the successor to Athens
as the intellectual cradle
of Ancient Greece. There, the
great Library of Alexandria
was built in the 3rd century
BCE. European civilizations
suffered a collapse of literacy
and organization following the
fall of Rome in CE 476.
In China, Confucius
(551–479 BCE), of the State of
Lu, was the country’s most influential
ancient philosopher,
whose educational outlook
continues to influence the societies
of China and neighboring
Korea, Japan, and Vietnam.
Confucius gathered disciples
and searched in vain for a
ruler who would adopt his
ideals for good governance,
but his Analects were written
down by followers and
have continued to influence
education in East Asia into the
modern era.
After the Fall of Rome,
the Catholic Church became
the sole preserver of literate
scholarship in Western Europe.
The church established
cathedral schools in the Early
Middle Ages as centres of
advanced education. Some of
these establishments ultimately
evolved into medieval
universities and forebears
of many of Europe’s modern
universities. During the High
Middle Ages, Chartres Cathedral
operated the famous and
influential Chartres Cathedral
School. The medieval universities
of Western Christendom
were well-integrated
across all of Western Europe,
encouraged freedom of inquiry,
and produced a great
variety of fine scholars and
natural philosophers, including
Thomas Aquinas of the
University of Naples, Robert
Grosseteste of the University
of Oxford, an early expositor
of a systematic method of
scientific experimentation,
and Saint Albert the Great,
a pioneer of biological field
research. Founded in 1088,
the University of Bologne is
considered the first, and the
oldest continually operating
university. Elsewhere during the Middle
Ages, Islamic science and
mathematics flourished under
the Islamic caliphate which
was established across the
Middle East, extending from
the Iberian Peninsula in the
west to the Indus in the east
and to the Almoravid Dynasty
and Mali Empire in the south.
In most countries today,
full-time education, whether
at school or otherwise, is compulsory
for all children up to
a certain age. Due to this the
proliferation of compulsory
education, combined with
population growth, UNESCO
has calculated that in the next
30 years more people will receive
formal education than in
all of human history thus far.
Formal education occurs
in a structured environment
whose explicit purpose is
teaching students. Usually,
formal education takes place
in a school environment with
classrooms of multiple students
learning together with
a trained, certified teacher of
the subject.
The International Standard
Classification of Education
(ISCED) was created by UNESCO
as a statistical base to compare
education systems. In
1997, it defined 7 levels of education
and 25 fields, though
the fields were later separated
out to form a different project.
Modern educational program
begins from the early childhood
level, primary, secondary
and higher education as well
as vocational education1.
Content of the
right to education
Indeed, the right to education
encompasses both entitlements
and freedoms, including
the following:
• Right to free and compulsory
primary education.
• Right to available and accessible
secondary education
(including technical and
vocational education and
training), made progressively
free.
• Right to equal access to
higher education on the
basis of capacity made progressively
free.
• Right to fundamental
education for those who
have not received or completed
primary education.
• Right to quality education
both in public and private
schools.
• Freedom of parents to
choose schools for their
children which are in conformity
with their religious
and moral convictions.
• Freedom of individuals
and bodies to establish and
direct education institutions
in conformity with minimum
standards established
by the state.
• Academic freedom of teachers
and students2.
There were 4As developed by
the first UN Special Rapporteur
on the right to education,
and adopted by the Committee
on Economic, Social and
Cultural Rights in its General
Comment 13 on the right to
education (1999, para.6). These
4As indicate that education
should be available, accessible,
acceptable and adaptable. To
be a meaningful right, education
in all its forms and at all
levels shall exhibit these interrelated
and essential features:
Available– Education is
free and there is adequate
infrastructure and trained
teachers able to support the
delivery of education.
Accessible– The education
system is non-discriminatory
and accessible to all, and positive
steps are taken to include
the most marginalized.
Acceptable– The content of
education is relevant, nondiscriminatory
and culturally
appropriate, and of quality;
schools are safe, and teachers
are professional.
Adaptable– Education
evolves with the changing
needs of society and challenges
inequalities, such as gender
discrimination; education
adapts to suit locally specific
needs and contexts
Obligation of states
to education as a
human right:
States are therefore under
obligations to respect, protect,
and fulfil this right.
To respect means to refrain
from interfering with the enjoyment
of the right (e.g., the
state must respect the liberty
of parents to choose schools
for their children.
To protect means to prevent
others from interfering
with the enjoyment of the
right usually through regulation
and legal guarantees
(e.g., the state must ensure
that third parties, including
parents, do not prevent girls
from going to school).
To fulfil means to adopt
appropriate measures towards
the full realization of the right
to education (e.g., the state
must take positive measures to
ensure that education is culturally
appropriate for minorities
and indigenous peoples,
and of good quality for all).
However, no matter how
limited resources are, all states
have immediate obligations
to implement the following
aspects of right to education:
1. Ensure minimum core obligations
to meet the essential
levels of the right to education,
which includes prohibiting
discrimination in access
to and in education, ensuring
free and compulsory primary
education for all, respecting
the liberty of parents to choose
schools for their children other
than those established by
public authorities, protecting
the liberty of individuals and
bodies to establish and direct
educational institutions.
2. Take appropriate steps
towards the full realization
of the right to education to
the maximum of its available
resources. A lack of resources
cannot justify inaction or
indefinite postponement of
measures to implement the
right to education. States
must demonstrate they are
making every effort to improve
the enjoyment of the
right to education, even when
resources are scarce.
3. Not take retrogressive
measures. This means that the
state should not take backwards
steps or adopt measures
that will repeal existing
guarantees of the right to
education. For instance, introducing
school fees in secondary
education when it had
formerly been free of charge
would constitute a retrogressive
measure4.
Education is not
a privilege.
Human Rights Day is observed
on December 10 of each
year in recognition of the adoption
of the Universal Declaration
of Human Rights, which
set outs fundamental human
rights, including education,
to be universally protected. It
was on Friday, December 10,
1948 that the United Nations
General Assembly adopted the
declaration that proclaimed
the inalienable rights which
everyone is inherently entitled
to as a human being, regardless
of race, religion, sex, language,
political opinion, national or
social origin, property, birth or
other status5.
Referencing the above declaration
that seems to be one
of the most translated documents
in the world —available
in more than 500 language—,
means education is a
human right and not a
privilege. Education as a
human right means:
• The right to education is
legally guaranteed for all
without any discrimination.
• States have the obligation
to protect, respect, and fulfil
the right to education.
• There are ways to hold states
accountable for violations or
deprivations of the right to
education.
Education
as a human right
Today, human rights are
inherent to all human beings,
regardless of nationality, sex,
national or ethnic origin, color,
religion, language, or any
other status. They cannot be
given or taken away. Human
rights are the foundation for
freedom, justice and peace in
the world. They are formally
and universally recognized
by all countries in the Universal
Declaration on Human
Rights (1948, UDHR). Since the
adoption of the UDHR, many
treaties have been adopted by
states to reaffirm and guarantee
these rights legally.
International human rights
law sets out the obligations
of states to respect, protect,
and fulfil human rights for
all. These obligations impose
specific duties upon states,
regardless of their political,
economic, and cultural
systems. All human rights
are universal, indivisible,
interdependent, and interrelated
(Vienna Declaration
and Program of Action, 1993,
para. 5). Equality and nondiscrimination
are foundational
and cross-cutting
principles in international
human rights law. This means
that all human rights apply to
everyone.
Education is paramount
to the existence of all men.
This is why in the wisdom of
the crafters of the Universal
Declaration on Human Rights,
they indicated in that sacred
document as in article 26, section
one to three that:
1. Everyone has the right to
education. Education shall
be free, at least in the elementary
and fundamental
stages. Elementary education
shall be compulsory.
Technical and professional
education shall be made
generally available and
higher education shall be
equally accessible to all on
the basis of merit.
2. Education shall be directed
to the full development of
the human personality and
to the strengthening of respect
for human rights and
fundamental freedoms. It
shall promote understanding,
tolerance and friendship
among all nations,
racial or religious groups, and shall further the activities
of the United Nations for
the maintenance of peace.
3. Parents have a prior right to
choose the kind of education
that shall be given to their
children.
This simply supports the fact
that Education is considered
a fundamental human right
because it allows individuals to
exercise all their rights especially
the right to read, write,
comprehend and confront
issues of complexity thereby deriving
amicable solutions. Being
illiterate means not being able
to find directions to take a bus,
understand the label on a medication
bottle, help your child
with homework, read programs
of political candidates and cast
an informed vote etc., but being
educated gives the creates the
ambiance to positively attend or
affect these duties.
A basic education is important
to ensure that all individuals
are aware of their rights.
Without an education it is less
likely to get a good-paying job
and decent housing, participate
in the democratic process
or value education for future
generations. There is evidence
that educated citizens care more
about the environment, they are
more tolerant of others who are
not like them, and are more likely
to strive for gender equality.
In furtherance, education is
therefore a fundamental human
right because:
> It is important in the
creation of any democratic society.
As Franklin D. Roosevelt
puts it that, “Democracy
cannot succeed unless those
who express their choice are
prepared to choose wisely. The
real safeguard of democracy,
therefore, is education.” People
need a good education if they
want a good democracy.
> It is needed to make a
society geopolitically stable.
Without a proper educational
system available to everyone,
terrorists could use free
education as a way to radicalize
people. In other words,
geopolitical stability is one of
education’s most powerful effects
on society.
> It leads to economic prosperity
in the global marketplace.
This means that, one of the
most important effects education
has on society is giving the
people who live in a society
the skills they need to compete
in the global marketplace, and
the skills they need to produce
technological goods that can be
sold on the open market. That
is why the Athenian Philosopher,
Socrates best expressed
this idea when he stated that:
“Prefer knowledge to wealth,
for the one is transitory, the
other perpetual.”
> It gives people the
knowledge they need to elect
capable leaders. Plato was
never wronged when he stated
that, “In politics we presume
that everyone who knows how
to get votes knows how to administer
a city or a state. When
we are ill… we do not ask for
the handsomest physician, or
the most eloquent one.” Education
helps the members of society
see through the manipulations
used by politicians to
get votes so that the members
of the society can vote for the
leader who is best able to run
the society.
> It helps promote tolerance
in a society and helps reduce
common conflicts between diverse
populations in an urban
setting. In the words of Helen
Keller “The highest result of
education is tolerance.” Educating
members of society about
other people who either live in
the society or its neighboring
states have the power to reduce
many conflicts.
> It has the propensity to
help societies, and the world
in general, change for the
better. In the wisdom of the
greatest African freedom
fighter Nelson Mandela,
“Education is the most powerful
weapon which you can use
to change the world. Malcolm
X says that: “Education is the
passport to the future, for tomorrow
belongs to those who
prepare for it today.” Education
is a powerful tool that can
be used to make the world a
better place to live in.
> It helps members in a
society learn from the mistakes
of the past. That was the
reason for which the ancient
Greek Philosopher Plato has
stated that geopolitical stability
cannot be created by forming
a democratic government;
if the government is established
by force or because of
overthrowing an old regime,
the new government could
transform from a government
that encourages peace
and democracy into a new
government that uses force to
maintain power.
> It reduces violence and
crime in societies. Teaching
people to read has been shown
to prevent people from engaging
in crime. In fact, the Melissa
Institute for Violence Prevention
and Treatment is a charity
group that uses education to
combat violence and crime.
> It creates hope for the
future. In reality, providing
people the hope that they can
improve their lot in life is one
of the more powerful effects
education has on a society.
As postulated by the former
United States President, John
F. Kennedy when he best
expressed the power of a good
education system thereby saying,
“Let us think of education
as the means of developing
our greatest abilities, because
in each of us there is a private
hope and dream which,
fulfilled, can be translated
into benefit for everyone and
greater strength for our nation.”
These words of John F. Kennedy
about America apply to
every society on Earth today.
> It closes the gender gap.
For many years, women were
not allowed to attend school
or obtain an education. Because
of this, there is a large
gender gap, which only creates
further problems. Women
who gain an education are
working toward minimizing
the gap to further the abilities
of women around the world.
An education often prevents
young girls from being married
off into a potentially
limiting, harmful situation.
Additionally, women with an
education are able to make
better, informed decisions for
themselves. They often wait
longer to have children than
those who do not have an
education. This ensures that
the woman is ready to have
children, rather than just being
pressured into it by her
husband or society. Women
with an education have on
average three children, while
uneducated women have on
average seven children to ten
children from my country’s
(Liberia) perspective6.
Education should be
considered a fundamental
global priority
Both individuals and society
benefit from the right to
education. It is fundamental
for human, social, and economic
development and a key
element to achieving lasting
peace and sustainable development.
It is a powerful tool in
developing the full potential
of everyone and ensuring human
dignity, and in promoting
individual and collective
wellbeing. It is therefore an
empowerment right that lifts
marginalized groups out of
poverty. It is an indispensable
means of realizing other rights
as it contributes to the full
development of the human
personality7.
Recommendation:
To maintain the continuous
flow of education as a
fundamental human right,
and to further realize and
promote the right to education,
I am pleased to posit
the following recommendations
to national and world
governing bodies. That:
• National and international
partners or leaders should
persist on raising awareness
on the right to education.
If individuals know their
rights they are empowered
to claim them.
• Educators world-wide,
should advocate and campaign
for the full implementation
of the right to
education, thereby holding
the state accountable.
• National and global leaders
monitor the implementation
of the right to education and
report regularly on deprivations
and violations.
• National and global leaders
seek remedies or consider
serious measures against
those who violate the right
to education, a fundamental
human right.
• Women be greatly empowered
as their male counterpart
in obtaining educational
opportunities.
• The right to education
should be frequently
reaffirmed in other treaties
covering specific groups
(women and girls, persons
with disabilities, migrants,
refugees, Indigenous
Peoples, etc.) and contexts
(education during armed
conflicts) as it has already
been incorporated into various
regional treaties and
enshrined as a right in the
vast majority of national
constitutions.
• Education becomes meaningfully
affordable to all
regardless of race, religion,
sex, language, political
opinion, national or social
origin, property, birth or
other status.
• The Declaration proclaimed
by the United Nations
General Assembly in Paris
on Friday, 10 December 1948
(General Assembly resolution
217 A) as a common
standard of achievements
for all peoples and all nations,
be implemented to the
fullest by all stakeholders
clothed with the authority
to disseminate the culture
of education throughout the
universe and to all men.
BIBLIOGRAPHY. Committee on Economic, Social and Cultural Rights
in its General Comment 13 on the right to education (1999, para.6) | Committee
on Economic, Social and Cultural Rights' General Comment 13 on
the right to education (1999, para. 1). | History on the Universal Declaration
of Human Rights-Wikipedia. | Human rights obligations: making
education available, accessible, acceptable and adaptable (RTE, Katarina
Tomaševski, 2001) | Human rights education. | https: www.right-to-education.
org. | Index of education articles – Wikipedia index
Feel better! Feel happy!
These are expressions that
are part of our life. Everybody
wants to feel that way.
We are witnessing a stage of
our planet Earth that seems to
be far from that “feeling good”.
We have a pandemic that
doesn’t seem to go away and
will be with us for another
year. Where is “feeling better”?
Where is “feeling happy”?
In order to feel happy the
first thing is to have life and
with it health. If we aren’t
healthy we can’t do all the activities
we would like. The first
gift of existence is health.
For health we have to have
a balance between: who we
are and the environment
that surrounds us. We have
to achieve a balance of who
we are and the nutrients
our body needs. We live in a
society where what we need
to exist physically we have to
produce and buy.
Let’s continue with what
we are. What we are continues
with that producing and
acquiring.
For that production we have
to know how to do something
to sell it on the job market.
Knowing how to do something
implies studying to have an
opportunity and acquire the
goods we need.
You have to pay for services
such as: water, electricity,
medical insurance or having
the resources to pay when you
need assistance of that nature.
We live in a society we call
organized and those activities
make life. We also live on a
planet that provides us with
the resources to live.
We think: but what has happened
to the lives of human
beings and to every being
that lives with us? Yes, we say
there is a pandemic; yes, we say that vaccines are already
being developed but it seems
that there is no solution to
the situation. It seems that we
carry a problem of living satisfied
from before.
It seems that reaching the
goals for a satisfied life are
getting further and further
away. Everywhere, everyone
is protesting. The States have
been exceeded in the attention
to the population.
It is not seen: where or
when, peace come back in this
world. What is going on?
It seems that it is not just
the pandemic. We are living
in a society where commerce
is done at a faster speed every
day and more products are
also appearing.
We know that life has
stages and stages: life is in
continuous change. We see
that change grow; for periods
it seems that we stop and
then we feel that we are moving
forward.
There are stages in which it
seems that we don’t do anything
and there are others in
which we put all our effort to
achieve new goals.
The objectives by periods
refer to physical objects and
by periods to personal development
goals, such as acquiring
more skills to ... or acquire
knowledge in this or that area.
It seems that we are at a
stage in human history when there are many goods to buy.
What is happening in our
world? What is the relationship
between that marketing career
and feeling good in our lives?
As human beings we have a
tendency to seek the satisfaction
of our needs; we do not
remain calm and that they
resolve themselves.
There is an area of Psychology
called Humanist that
provides us with an explanation
of what the life of human
beings is in the search for its
fulfillment.
We have an American Psychologist,
Abraham Maslow
(New York 1908 - California
1970) who did good jobs in
Humanistic Psychology.
Abraham Maslow
PhD Philosophy:
Cornell University
Master Psychology (1931):
University of Wisconsin
PhD Psychology (1934):
University of Wisconsin
He worked with Edward
Thorndike and Alfred Adler
at Columbia University.
According to Maslow the
human being has a tendency
towards the search for mental
health. Maslow explains
this process of the search for
mental health and the realization
of human beings with a
model that is a pyramid.
With this model he explains
his theory of satisfaction of
needs and is called Maslow’s
Pyramid of Needs.
With an unsatisfied level
you can’t reach the next level.
We are born with the level
of basic needs. The basic
needs also have the function
of giving rise to the highest.
In the Maslow model, he
explains that the satisfaction
of the low level is what allows
us to reach the next level.
Physiological: feeding, rest
Security: protection
Social: affection, belonging
Recognition: success, trust
Self-actualization: creativity, spontaneity
We are in the world of marketing,
in the world of a pandemic,
in a world in which
many are very upset and in a
world where States have been
overtaken by the pandemic.
If we approach Maslow’s
theory we can know the following.
Human beings seek mental
health but now almost all governments
bring us in that:
Q We have more infected
Q These 15 days we will have
more severe confinement.
Q We are going to get out
of the pandemic because
we already have vaccines
—there are problems with
vaccines.
Q The economy in a year will
be fine —every day there are
more unemployed.
Q Every day we are further
away from satisfying our
basic needs.
Q When the pandemic wasn’t
here, we had the marketing.
Q You have to have this
product.
Q You have to live in this area.
The pyramid of our lives, for
a long time, we have not been
able to reach the highest level;
every day they give us more
elements to achieve it.
Don’t let governments
and marketing build the
pyramid of realization of
your life. Build your own
pyramid so you can get
where you want.
Forget about the marketing
and the governments
because those are the
levels they want to reach.
Build your levels
of satisfaction
and be happy with them.
BIBLIOGRAPHY. Maslow, A. (2016). El hombre autorrealizado. Hacia
una psicología del Ser. España: Kairos | Maslow, A. y otros. (2005). El
Management según Maslow. Una visión Humanista para la Empresa de
Hoy. España: Paidós
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