Education has been described as "the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal capabilities, aptitudes, attitudes and knowledge". [UNESCO 1974 Recommendation concerning Education for International Understanding ... Article 1(a)]. This in turn may be taken as founded on “all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist”. [Beiter, Klaus Dieter (2005): The Protection of the Right to Education by International Law.] Subsistence is the starting point – leading to full scale development and empowerment at higher levels.

There is a need for an outcomes based skills education and upgrade for all, backed by trained social welfare support. Within the broad embrace of social life lies the impact on human welfare and development of natural and man made disasters, including financial meltdown, followed by illness and disease.

Despite all the resolutions of world leaders at the world’s financial summit meetings, the poor remain poor – and in need of social welfare. Man spends more time fighting than at peace; women and children are caught up in these wars, either as innocent bystanders or as participants. The current global economic meltdown is taking its toll. Our children are ill equipped to deal with it all; their empowerment – and that of needful adults – through education is of growing urgency.

We need to learn economic and physical morality, and the reasons for them – from our earliest days.

The impact of the increasing numbers of orphans as a result of war, natural disaster, inadequate access to food and medical care, and the multiplying prevalence of TB, HIV / AIDS and other diseases, is it would seem, still being measured. In this context the holistic development of the child and its access to quality education is a basic human right and must be addressed.

Poverty induced by financial meltdown, desperation induced by natural and man made disasters, indifference by those who have for the plight of those who have not – all are barriers to a world free from want, hunger and ignorance. We must learn to truly love our neighbours: education is the key.

INTERNATIONAL DEVELOPMENT GOALS

The right to education is enshrined in The Universal Declaration of Human Rights (Article 26) – and in other international declarations, including the Millennium Development Goals of the United Nations. In a September 2000 Declaration 189 countries agreed to eradicate extreme
poverty by 2015 through these Goals:

• Eradicate extreme poverty and hunger.
• Achieve universal primary education.
• Promote gender equality and empower women.
• Reduce child mortality.
• Improve maternal health.
• Combat HIV / AIDS, malaria and other diseases.
• Ensure environmental sustainability.
• Develop a global partnership for development.

Effective life skills education, which teaches us the core values of these objectives, the moralities implicit in them – and how they should be implemented, is a key element in achieving each and every one of these goals.