Was born and raised up in in Kuwait for a:
- Palestinian Jordanian father
- Lebanese mother
- Syrian grandmother
- Turkish great Grandmother.
A holder of
- Master of International Development (RMIT – Australia) – current
- Master of Education – Schools Management and Leadership (USQ – Australia) – 2007
- Master of Applied Science – Analytical Chemistry (RMIT – Australia) – 1996
- Bachelor of Science – Biochemistry and Zoology (Kuwait University) – 1986
Who believes that
Education is like politics, an overly complex process, however education is like water flows to all meadows, rocks and deserts regardless of politics of those lands …
Although education is affected by internal and external factors, a variety of actors, and bias of strict implementation of policy (Viennet & Pont, 2017), yet all students (young and old) around the world will still learn something new everyday .. The question is “what will they learn?”
Now, education, lives through tough times all around the world, specifically after the breakout of the 2020 pandemic. Variations in inputs and outputs become huge. Between the teaching and learning processes, lies a whole planet of “interferences” and disparities to the input and output “desires” of education providers . These interferences are interpreted in the vast differences in literacy rates around the world (Roland, Rubens, Azupogo, 2018), and in the reduced desire to learning among adolescence around the world (Viennet & Pont, 2017). Due to increased exposure to the internet world, increased bullying and disturbed feelings (Houston, 2018), both learners and educators have become confused, and lost access to productive communication among each other. Most importantly they positioned themselves far apart that they have list the essential power of “listening”.
Moreover, because education has become an economic product, that can be provided for a fee whether it is a governmental service or private business (Viennet & Pont, 2017), accordingly, qualitative and quantitative education that is based on international standards is no longer “valid” as a source of development.
From a humanitarian point of view, education is indeed a human right for all, throughout life. From a development point of view, UNESCO is entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4”. Therefore, the educational agenda for the coming years must undergo a divergent path and focus on sustainable development through (UNESCO 2019):
- Changing content to serve Needs of Survival: Integrating emerging critical disciplines into the curriculum, such as climate change, biodiversity, disaster risk reduction (DRR), and sustainable consumption and production (SCP).
- Designing teaching and learning pedagogy and environments in an interactive, learner-centered way that enables exploratory, action oriented and transformative learning in both physical as well as virtual / online learning environments to inspire learners to act for sustainability.
- Empowering learners of any age, in any education setting, in every part of the world, to transform themselves and the society they live in to:
- Transfer to green economies, green jobs and to adopt a suitable lifestyle.
- Become an empowered “global citizen” who assumes local and global responsibilities to resolve global challenges and contribute to a more just and secure world. Pedagogy and learning environments:
- Stimulating learning outcomes and promoting core competencies, such as critical and systemic thinking, collaborative decision-making, and taking responsibility for present and future generations.
BUT, THE PRIORITY to ALL OF THE ABOVE, THAT IS REQUIRED TO BE ADDED TO THE UNSESCO’s EDUCATION AGENDA IS:
TO SET A GLOBAL BUDGET TO EDUCATE ALL. EDUCATION MUST BE TAKEN OUT OF THE STATE HEIRACHIAL ORGANISATION. THE EDUCATION GLOBAL MAP OF THE WORLD MUSN’T BE THE SAME AS THE POLITICAL MAP.
For the Globe to be rescued … WE “the humans of the world” are in urgent need for a new EDUCATION ORDER
Amani Al Amad
EDUCATION CONSULTANT & LEARNING DEVELOPMENT MANAGER