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Sunday, 14 August 2016

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Whenever we look back into the human evolution there is a trend line moving upward faster from the time when the technological advancements have matured.

As the intellectual effort became more important than the physical labor, the question is whether at this time there is a fair recognition worldwide for it, and if there is, how it is shared in the world.

Can we correlate in fact the intellectual knowledge to the personal level of income? Is that level supportive around the world or do we have some local endeavours supported by laws made to protect some knowledge?

Open Education made some large steps towards a liberalization of knowledge and some editors promote individual opportunities that are now much more visible due to the large internet access. Companies are still a closed system and many chose to train their own manpower. How can the gap be closed between those who take the initiative to learn through collaboration versus those who are taught by organizations/companies. How do we move those selection criteria such that societies at large reward the skills that will move the human development forward?

We all know that through free education more people will be able to gain the knowledge required to become successful in today’s economy. The outstanding question is how well the societies support the non-conventional learning? While Governments provide support to some schools there is still a large gap among population regarding the knowledge, skills and education leading to rather larger income differences. If there will be a return on investment that can clearly demonstrate how the newly created systems will be supportive and award the knowledge, we might be able to decide whether the humanity is fast tracking towards learning and collaboration.

We should be able then to move the systems towards collaboration that exist outside of local and particular environment of a particular country and ensure that both communication and award will become complementary.

The Human rights and Declaration of Program Action provides an overview on areas of major importance since the progress happens at a very slow rate when considering that the large majority of countries that have many people who have low or no earnings.

https://en.wikipedia.org/wiki/Vienna_Declaration_and_Programme_of_Action

“Human rights education

In Part II, para 78, the VDPA considers human rights education, training and public information essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace. And at para 79 that States should strive to eradicate illiteracy and should direct education towards the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. The VDPA calls on all States and institutions to include international human rights law, international humanitarian law, democracy and rule of law as subjects in the curricula of all learning institutions in formal and non-formal settings. And, at para 80 that human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights. And further at para 81, the VDPA states that taking into account the World Plan of Action on Education for Human Rights and Democracy, adopted in March 1993 by the International Congress on Education for Human Rights and Democracy of the United Nations Educational, Scientific and Cultural Organization, and other human rights instruments, the VDPA recommends that States develop specific programs and strategies for ensuring the widest human rights education and the dissemination of public information, taking particular account of the human rights needs of women.”