In a recently published feature, former World Bank Vice President and economist Otaviano Canuto, refers to fiscal policy being much stronger if it is transparent and collaboratively managed: “information and communication technology has made it easier to progress on transparency and social monitoring.”
However, all the technology and cyber communication can’t help real transparency, if the human capacity behind it isn’t strong enough to understand what is being discussed to subsequently put it to use.
If we have the courage to change our expectations, seeing education a bit like a trail of breadcrumbs that are tackled and followed collaboratively we can, even as non-educators, participate in a paradigm that is as disruptive as it is needed. Collective memories, knowledge and ideas can create a mass collaboration, with teachers as promoters of learning - interpreting and delivering symbols and ideas that makes everyone a stakeholder – rather than being mere dictators of knowledge. I have touched upon this in previous blogs with specific reference to Iraq and how to harness cultural tradition in order to build a positive future for all.
A learning environment should allow pupils to experience failure, be exposed to gender/social equity and share ideas and knowledge with others of different races and religions. It is so that education becomes a disruptive force for good. If we accept the creation of this environment as a challenge for us all, the problems faced by Iraq, the UK and, in fact, any nation in which the majority of the future generation remains disenfranchised by the past, will be answered. (With this in mind I welcome today's news of The Ministry of Education launch of new curricula for both primary and secondary schools in Iraq, aiming to raise awareness and understanding of the concepts of integrity, transparency, human rights and honesty.)
Challenges and Choices:
G8 conference, urgent call for international participants
I have often spoken about the need to build an educational pipeline that harmonises all elements of education and leads to the right kind of transition into employment or entrepreneurship. I believe educated women who are able to reach their potential, become catalysts for fundamental social and economic change. A major two-day conference on 'Supporting open economies, inclusive growth - women's role in Arab countries’ examines these points in more details.
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