NYDT
  Invitation: International Cooperation
 

PROTOCOL - INTERNATIONAL COOPERATION in EduDEVELOPMENT

 

1. OBJECTIVE OF THE PROTOCOL

The objectives of this protocol are to

  • Outline the importance of Global cooperation to address problems that affect the Global Prosperity of Nations, with the emphasis on Youth Development;
  • Propose EduDevelopment, with relevant infrastructure, as implementation strategy for the development of emerging achievers and leaders in participating countries, establishing them as competitive in Global context;
  • Serve as an invitation for industry experts and practicing professionals across all international borders to participate in a coordinated Global Youth EduDevelopment Initiative.

2. PROBLEM STATEMENT

  • Various factors severely affect functional Global Youth Development negatively.  These include
    • The lack of resources and access by emerging achievers and leaders to functional career path development;
    • A Global shortage of trained, skilled and experienced profession-specific persons who act as attribute  development specialists, practitioners and/or managers;
    • The gap between official school education curricula and training programmes in the professional workplace that do not prepare emerging achievers and leaders sufficiently for a professional career and/or provide for the creation of employment;
    • The high incidence of Poverty Related Depression [PRD] which is the result of living under conditions of extreme poverty and serious crime for long periods of time, resulting in underdeveloped attribute development and low levels of achievements.
  • Various external factors, including critically high levels of Global unemployment, affect the functional employment of emerging achievers and leaders who have received education and training up to college/university level:
    • Global population growth outnumbers Global employment creation;
    • Global school leaving populations are ďjob dependentĒ and are not taught the fundamentals and principles of Business Design which is the foundation of the Global Economy.

3. OUTLINE OF PROPOSED SOLUTION

The need for a coordinated Global initiative in terms of which knowledge, expertise, infrastructure and relevant resources are shared by nations, in the context of EduDevelopment, cannot be doubted. Such Global initiative should consist of the following internationally accredited/endorsed components:

  • The inclusion of career prediction and achievement tracking as key mechanism for profession-specific career path development at early school level. This includes the development, from early school level through post-school, of special skills that are required by advanced professions such as brain surgeons, supreme court judges, Global corporate leaders, astronauts and fighter pilots;
  • The inclusion of activities, such as competitions and events, and/or the design of functional activities, in support of attribute development [As mentioned in (a)] from early school level through post-school development;
  • The inclusion and sustained presentation of Business Design, specifically Entrepreneurial Acumen, in school programmes
    • as part of career path development,  
    • to build village level [= community based] barriers against unemployment.

4. DEFINING EduDEVELOPMENT

EduDevelopment is a Bridging System for the functional development of emerging achievers and leaders, from early school level to post-school [Grade 13] level:

  • The principal focus of EduDevelopment is on profession-specific career prediction, with attribute development and achievement tracking as central components;
  • Successful EduDevelopment requires a comprehensive knowledge of profession-specific attribute development, that is supported by a functional data base and attribute identification system;
  • EduDevelopment is presented to emerging achievers by attribute development practitioners [ADPís] who are - in essence - career development managers.  The principal function of the ADP is profession-specific guidance: the coaching, tuition and mentoring of emerging achievers and leaders within the framework of profession-specific career path development;
  • A critical requirement for successful EduDevelopment is international accreditation and endorsement.

5. CONTENT OF an EduDEVELOPMENT PROGRAMME

  • The principal focus of the EduDevelopment curriculum is on the following six areas of profession-specific achievement:
    • Academic Excellence: the creative application of existing principles of the Gateway Subjects such as Mathematics, Physics, Chemistry, Economics;
    • Scientific Discovery: adding to the existing data base of the Sciences;
    • Innovative/Critical Thinking, for example lateral thinking;
    • Technical Invention;
    • Business Design, including Entrepreneurial Acumen;
    • Good/Considerate Governance and ethical work practices in respect of programmes, projects and events.
  • The EduDevelopment curriculum consist of the following themes:  
  • Critical Thinking in the application of the principles of Gateway Subjects, specifically in terms of Scientific & Algorithm based problem solving and system design.  
  • Components of EduDevelopment that are not presented as part of school curricula. These include
  • Emotional Intelligence [EI] as foundation for profession-specific attribute development, and
  • profession-specific skills, experience and knowledge as pillars of profession-specific attribute development.
  • For content and curriculum development to be credible and authoritative it requires the professional contributions by practicing professionals and industry experts from all participating countries as well as all professions represented in the Programme.

6. PRINCIPAL BENEFICIARIES

Communities across the World will benefit from the Programme. The following groups are the principle beneficiaries:

  • Emerging Achievers and Leaders in the respective countries. The following groups should receive specialized bridging benefits
    • Young persons living with affected ability,
    • Children living and going to school in disadvantaged communities.
  • Villages where young children are taught the basic principles of achievement and leadership by parents and elders
  • Practicing professionals and industry experts who act as ADPís from village level up to international level.

7. IMPLEMENTATION MECHANISMS

Key mechanisms for the successful implementation of EduDevelopment are:

  • Technology as universal equalizer from village level to multi-national corporate boardroom level;
  • Profession-specific knowledge in respect of attribute development that includes both able-bodied persons and persons living with affected ability. The establishment of the Special Skills and Therapy Institute [SSTI] is a key support mechanism  for this;
  • Accurate and relevant tools for the measurement and certification of profession-specific attribute development. These include the design and sustainable implementation of programmes, projects and events such as competitions, games, debates, moot [mock] courts, junior commissions of investigation, within the above context;
  • The establishment of an efficient ADP workforce in all participating countries and for all programmes, projects and events, with each ADP having an affiliated practice;
  • An Internationally accredited and endorsed Awards System for top achievers as well as lecturers, educators and ADPís in support of the above;
  • A Global interlinked network of design studioís in support of content development for emerging achievers and leaders as well as ADPís;
  • Sustainable international and Inter-Nation funding mechanisms with formally established legal status [locus standi] in all respective participating countries. See Section 8 here-under.

8. SUSTAINABLE INVESTMENT/FUNDING

  • The successful implementation of EduDevelopment Programmes depends on sustainable funding and investment.
  • To achieve this, the International Business Investment Fund [I.B.I.F] has been established as international public benefit institution. The principal functions of the I.B.I.F. are to manage cash or in-kind investment:
    • To accommodate and support international and Inter-nation investment for the development of EduDevelopment content and related programmes, projects and events in various countries;
    • Serve as logistical and infrastructural support system for emerging entrepreneurs who trade their products and services in international and Inter-Nation context.
  • The establishment of chapters or branches of the I.B.I.F. in participating countries is regulated by the Legal Systems of the respective countries.

9. INTERNATIONAL ACCREDITATION AND ENDORSEMENT

  • For the programme to be credible, representative and authoritative, it requires
    • International accreditation and endorsement;
    • The participation of practicing professionals and industry experts
    • in a significantly representative number of countries.   
    • The elimination of disparities and low standards in profession-specific education through the standardization and moderation of  content, methods of delivery, as well as measurement, evaluation and certification, across all geographic, political, academic and cultural borders.
  • All participating countries, as represented by practicing professionals and industry experts, obtain an invested interest in the Programme. Their contributions will be recognized officially and will be made available to all beneficiaries.
  • No single country, organization and/or individual person has the controlling interest in the Programme and all resources are shared on International and Inter-Nation basis wherever applicable.  

10. ADMINISTRATION

The international EduDevelopment Programme will be coordinated and administered by the National Youth Development Trust [NYDT], a Non-Profit-, Public Benefit Organization that is based and registered in South Africa.

 



 

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