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Donald Trump’s passion for cruelty

Henry Giroux

Dr. Henry Giroux

Donald Trump seems addicted to violence.

It shapes his language, politics and policies.

He revels in a public discourse that threatens, humiliates and bullies.

He has used language as a weapon to humiliate women, a reporter with a disability, Pope Francis and any political opponent who criticizes him. He has publicly humiliated members of his own cabinet and party, including Attorney General Jeff Sessions and a terminally ill John McCain, not to mention the insults and lies he perpetrated against former FBI Director James Comey after firing him.

Trump has humiliated world leaders with insulting and belittling language. He not only insulted North Korean leader Kim Jong-un with the war-like moniker “Rocket Man,” he appeared before the United Nations and blithely threatened to address the nuclear standoff with North Korea by wiping out its 25 million inhabitants.

He has attacked the mayor of San Juan, Puerto Rico for pleading for help in the aftermath of a hurricane that has devastated the island and left many Puerto Ricans without homes or drinking water.

He has emboldened and tacitly supported the violent actions of white supremacists, and during the presidential campaign encouraged right-wing thugs to attack dissenters — especially people of colour. He stated that he would pay the legal costs of a supporter who attacked a black protester.

During his presidential campaign, he endorsed state torture and pandered to the spectacle of violence that his adoring crowds treated like theatre as they shouted and screamed for more.

Violence for Trump became performative, used to draw attention to himself as the ultimate tough guy. He acted as a mafia figure willing to engage in violence as an act of vengeance and retribution aimed at those who refused to buy into his retrograde nationalism, regressive militarism and nihilistic sadism.

‘Lock her up’

The endless call at his rallies to “lock her up” was more than an attack on Hillary Clinton; he endorsed the manufacture of a police state where the call to law and order become the foundation for Trump’s descent into authoritarianism.

Donald Trump supporters in Virginia in November 2016. (AP Photo/ Evan Vucci)

On a policy level, he has instituted directives to remilitarize the police by providing them with all manner of Army surplus weapons — especially those local police forces dealing with issues of racism and poverty. He actually endorsed and condoned police brutality while addressing a crowd of police officers in Long Island, New York, this summer.

These are just a few examples of the many ways in which Trump repeatedly gives licence to his base and others to commit acts of violence.

What’s more, he also appears to relish representations of violence, suggesting on one occasion that it’s a good way to deal with the “fake news” media. He tweeted an edited video showing him body-slamming and punching a man with the CNN logo superimposed on his head during a wrestling match.

And recently, he retweeted an edited video from an anti-Semite’s account that showed Trump driving a golf ball into the back of Hillary Clinton’s head.

Trump’s domestic policies instill fear

The violence has found its way into Trump’s domestic policies, which bear the weight of a form of domestic terrorism — policies that instill in specific populations fear through intimidation and coercion.

Trump’s call to deport 800,000 individuals brought to the United States as illegal immigrants through no intention of their own — and who know no other country than the U.S. — reflects more than a savage act of a white nationalism. This cruel and inhumane policy also suggests the underlying state violence inherent in embracing the politics of disappearance and disposability.

In this Sept. 6 photo, Karen Caudillo, 21, of Florida and Jairo Reyes, 25, of Rogers, Ark., both brought to the U.S. as children, attend a Capitol Hill news conference in Washington. DACA has shielded them from deportation. (AP Photo/Jose Luis Magana, File)

There’s also Trump’s pardon of the vile Joe Arpaio, the disgraced former Arizona sheriff and notorious racist who was renowned by white supremacists and bigots for his hatred of undocumented immigrants and his abuse and mistreatment of prisoners.

This growing culture of cruelty offers support for a society of violence in the United States. Before Trump’s election, that society resided on the margins of power. Now it’s at the centre.

Trump’s disregard for human life is evident in a range of policies. They include withdrawing from the Paris Agreement on climate change, slashing jobs at the Environmental Protection Agency, gutting teen pregnancy prevention programs and ending funds to fight white supremacy and other hate groups.

Budget punishes poor children

At the same time, Trump has called for a US$52 billion increase in the military budget while arguing for months in favour of doing away with Obamacare and leaving tens of millions of Americans without health coverage.

Many young, old and vulnerable populations will pay with their lives for Trump’s embrace of this form of domestic terrorism.

He’s added a new dimension of cruelty to the policies that affect children, especially the poor. His proposed 2018 budget features draconian cuts in programs that benefit poor children.

Trump supports cutting food stamp programs (SNAP) to the tune of US$193 billion; slashing US$610 billion over 10 years from Medicaid, which aids 37 million children; chopping US$5.8 billion from the budget of the Children’s Health Insurance Program which serves nine million kids; defunding public schools by US$9.2 billion; and eliminating a number of community-assisted programs for the poor and young people.

These cruel cuts merge with the ruthlessness of a punishing state that under Trump and Attorney General Sessions is poised to implement a law-and-order campaign that criminalizes the behaviour of the poor, especially Blacks.

It gets worse. At the same time, Trump also supports policies that pollute the planet and increase health risks to the most vulnerable and powerless.

Violence an American hallmark

Violence, sadly, runs through the United States like an electric current. And it’s become the primary tool both for entertaining people and addressing social problems. It also works to destroy the civic institutions that make a democracy possible.

Needless to say, Trump is not the sole reason for this more visible expression of extreme violence on the domestic and foreign fronts.

On the contrary. He’s the endpoint of a series of anti-democratic practices, policies and values that have been gaining ground since the emergence of the political and economic counterrevolution that gained full force with the election of Ronald Reagan in 1980, along with the rule of financial capital and the embrace of a culture of precarity.

Trump is the unbridled legitimator-in-chief of gun culture, police brutality, a war machine, violent hypermasculinity and a political and social order that expands the boundaries of social abandonment and the politics of disposability — especially for those marginalized by race and class.

He’s emboldened the idea that violence is the only viable political response to social problems, and in doing so normalizes violence.

Violence that once seemed unthinkable has become central to Trump’s understanding of how American society now defines itself.

Language in the service of violence has a long history in the United States, and in this current historical moment, we now have the violence of organized forgetting.

Violence as a source of pleasure

As memory recedes, violence as a toxin morphs into entertainment, policy and world views.

What’s different about Trump is that he revels in the use of violence and war-mongering brutality to inflict humiliation and pain on people. He pulls the curtains away from a systemic culture of cruelty and a racially inflected mass- incarceration state. He publicly celebrates his own sadistic investment in violence as a source of pleasure.

At the moment, it may seem impossible to offer any resistance to this emerging authoritarianism without talking about violence, how it works, who benefits from it, whom it affects and why it’s become so normalized.

But this doesn’t have to be the case once we understand that the scourge of American violence is as much an educational issue as it is a political concern.

The challenge is to address how to educate people about violence through rigorous and accessible historical, social, relational analyses and narratives that provide a comprehensive understanding of how the different registers of violence are connected to new forms of American authoritarianism.

This means making power and its connection to violence visible through the exposure of larger structural and systemic economic forces.

‘Dead zones’ of imagination

It means illustrating with great care and detail how violence is reproduced and legitimized through mass illiteracy and the dead zones of the imagination.

It means moving away from analyzing violence as an abstraction by showing how it actually manifests itself in everyday life to inflict massive human suffering and despair.

The American public needs a new understanding of how civic institutions collapse under the force of state violence, how language coarsens in the service of carnage, how a culture hardens in a market society so as to foster contempt for compassion while exalting a culture of cruelty.

How does neoliberal capitalism work to spread the celebration of violence through its commanding cultural apparatuses and social media?

How does war culture come to dominate civic life and become the most honoured ideal in American society?

Unless Americans can begin to address these issues as part of a broader discourse committed to resisting the growing authoritarianism in the United States, the plague of mass violence will continue — and the once-shining promise of American democracy will become nothing more than a relic of history.

Source:

https://theconversation.com/donald-trumps-passion-for-cruelty-84819

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Is education in Japan really so bad?

Noticias

Japón / 27 de septiembre de 2017 / Por: IKUKO TSUBOYA-NEWELL / Fuente: https://www.japantimes.co.jp

I founded and have run an international school for expat families and multicultural children for nearly a quarter century. There have been frequent visits from Japanese parents asking to enroll their children in our school because they were not satisfied with what the local Japanese schools offered. Although it is an honor to have such requests, I am always surprised to find so many Japanese think in such a way. In Japan, some families migrate to another country because of educational preferences. Sometimes only the mother moves overseas with the children, while the father stays in Japan to continue with his job. Malaysia is so far their most popular destination. It is indeed a radical trend.

Several years ago, I was among the guests to dine with an education minister of the Netherlands. He told us that during his visit to Japan, he was often told by Japanese people that they envied the education in his country and wished the Japanese education system could be more like it. He said he was surprised since he had come to Japan to learn about Japanese education, which in Europe enjoys the reputation of having a high academic standard and success rate. He wondered why there was so much dissatisfaction.

We all know that there is no such thing as a perfect education. Every system has its strengths and weaknesses. But is education in Japan as bad as many Japanese people seem to think? Education is a complex field, but let’s take a look at some research and OECD data first.

The OECD conducts the Program for International Student Assessment (PISA), a triennial international survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In 2015, over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.

Historically, Japan has ranked high and did so as well in the 2015 test. Students here ranked second in science, eighth in reading and fifth in math among the 72 countries and economies. Other consistently high-ranked countries and economies in Asia are Singapore and Hong Kong. However, it should be taken into account that both of them have much smaller numbers of children than Japan. Even Canada, which ranked third in reading, has only 5.6 million children under the age of 14, whereas in Japan that number is nearly 16.2 million, three times as many.

Looking at the results and given the variables in numbers of children in each country, Japan’s ranking seems rather impressive and its positive reputation in Europe well-deserved. Japanese schools should feel proud of themselves.

Of course, evaluating the success of educational outcomes involves more than quantitative or statistical analysis of standardized testing. There are important qualitative outcomes to consider, which are more difficult to measure by statistics. Consider, for instance, the fact that after the Japanese team plays a match in a World Cup soccer tournament, there is no garbage left behind in the Japanese supporters’ area. Supporters make sure to clean up their garbage even when Japan has lost the game. This kind of care for surroundings and responsible civil citizenship is developed over time in Japanese schools. From teachers and coaches, Japanese students learn to clean up not only their classrooms but corridors and other communal areas. This way students learn not only to respect their surroundings, they also develop a shared sense of responsibility regardless of their home backgrounds.

Japanese school culture nurtures students’ values and sense of community in other ways that are too subtle for statistical analysis. A professional dietitian plans balanced menus for lunch, then students serve lunch by themselves and eat together in their classroom with their homeroom teacher. A close sense of community develops and it is another opportunity to show respect — this time for food as everyone says “itadakimasu” before and “gochisō-sama deshita” after the meal.

Students also learn basic life skills such as sewing, knitting, cooking, and various handicrafts in school. Traditional skills such as calligraphy are taught as well. Traditional as well as modern sports and cultural activities are offered in after-school clubs. All of these are taught by regular teachers free of charge.

Japanese teachers are in fact much more than subject teachers. As well as coaching after-school activities, they visit students’ homes to get a better understanding of particular family contexts and to reinforce a sense of a close-knit and caring community. Teachers go beyond the classroom, and greet the students at the gate. Students not only feel welcomed but learn the important habit of greeting.

In fact, teachers at junior high schools in Japan work an average of 63 hours and 18 minutes per week — the longest hours among all OECD countries — and there is little overtime compensation. Not only are the hours long, but there can be as many as 40 students per class. And out of the 40 students, on average six students are from families of relative poverty, 2.5 students have a developmental disorder, six think that classes are too difficult and five think they are too easy. And all these kinds of students are taught by one teacher — a daunting task.

It is surely the dedication of Japanese teachers as well as parental investment in education that has allowed Japan to maintain its high educational achievements.

So why do parents underestimate this success? Why are they dissatisfied? Well, it is not just parents who are showing dissatisfaction. According to research by the National Institution For Youth Education, 72.5 percent of 1,850 Japanese high school students surveyed said they consider themselves useless, compared with 35.2 percent in South Korea, 45.1 percent in the United States and 56.4 percent in China. This result might partly be explained by the fact that Japanese value modesty, but also it might be because of a lack of self-confidence. There is no need for this.

Another OECD survey, the Program for the International Assessment of Adult Competencies — which is the adult version of PISA — ranked Japan as No. 1 out of 24 countries in science, mathematics and literacy in 2013. We owe a lot to the schools for this ranking.

Isn’t it about time that we look at the facts and say proudly that our education is not so bad? In fact it is rather good. Let’s have more confidence and say we are not doing too bad in the educational field, despite the government’s low spending in this area. There are improvements to be made, but let us understand and appreciate what is already of worth and build on that accordingly.

Fuente noticia: https://www.japantimes.co.jp/opinion/2017/09/26/commentary/japan-commentary/education-japan-really-bad/#.WcrCAWj9SUk

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New Zealand children getting an education ‘from the past’

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New Zealand/September 12, 2017/ Source: http://www.nzherald.co.nz

Some of New Zealand’s top entrepreneurs are warning New Zealand’s education system needs to change if the country is going to keep up with a rapidly changing workforce.

The comments were made during the latest PwC Herald Talks, Global vs Local, held today at the St James Theatre in Wellington.

Keynote speaker and Zuru founder Nick Mowbray said New Zealand did not have a lot of global brands, partly because the education system did not set people up for entrepreneurism.

«We always sit back and rely on our core competencies and export earners, which are agriculture, tourism and education,» Mowbray said.

«But there are lots of small economies that build truly global companies, look at Switzerland or the Nordic markets.

«They have loads of global brands and global companies, and we have very few. So I think it’s how we can create these global companies, and it starts earlier, with education,» he said.

«If you can’t build this into kids from an early age, you’re never going to be good at it later on.»

Mowbray said digital, social and entrepreneurial skills were the new requirements for success, but many New Zealand children were getting an education «from the past».

«Half the world’s jobs aren’t going to exist in the next 25 to 30 years,» Mowbray said.

«They’re going to be replaced by automation, it’s going to be a robot that flips your burger, it’s going to be self-driving cars. For us, we’re replacing a lot of our production lines with robots,» he said.

«So it’s just the basics of how do I make a product, how do I make a service, what is my channel plan, what is my marketing plan, what is my sales plan?

«All of these basic skills could be taught in school from a young age.»

New Zealand Story Group director Rebecca Smith said better language skills also needed to be added into the mix.

«We need to be teaching our children more about the opportunities that are in the world, creating global citizens, ones that understand different cultures and the diversity of what the world has to offer,» Smith said.

«I’ve got one child who is learning Spanish and one who is learning Chinese, so we figure we’ve got most of the world covered with those two languages.

«As long as they’re learning a different language, it just changes the way the brain functions, and it gives them the opportunity to be open-minded about new languages in the future.»

Smith said New Zealand’s current crop of entrepreneurs scored highly for integrity and honesty, they just needed a bit more confidence.

«We find solutions to problems that other people don’t even think about.

«So we do need to keep that ingenuity and care, it’s why people buy from us.

«Now we need to learn how to sell, and how to market ourselves better. To pitch up and be more confident.»

Opus International Consultants chief executive David Prentice said students needed to be better equipped than they were now, for a world that was rapidly changing.

He said there needed to be changes to focus on the demands of a digital world.

«We simply can’t continue down the path that we’re going using traditional subjects, and expect that in 10, 20, 30 years time they’ll be equipped for what the world is like then.

«IT is very general, it’s very broad. But there’s no doubt about IT and the innovation and opportunities that that creates.

«Whether you’re looking at 3D goggles, or driverless cars, all of it has a fundamental basis in IT.»

The next PwC Herald Talks event is being held in Auckland on Wednesday morning at SkyCity theatre.

Source:

http://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=11885281

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Need to overhaul Indian education system on the lines of Finland: Mohan Bhagwat

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Indian/ September 12, 2017/By: ANI/Source: http://www.sify.com

Rashtriya Swayamsevak Sangh (RSS) chief Mohan Bhagwat said that there is a need to overhaul the existing Indian education system on the lines of Finland, which is based on ancient Indian Gurukul system.
There is a «consensus in the society» that the education system needs to be revived, Bhagwat said at the launch of the Indian Education Manual (Bhartiya Shiksha Granth Mala) by Ahmedabad based think-tank Punarutthan Vidyapeeth.
«Every time whenever there is a talk of progress or development, one looks at U.S. or U.K. On the other hand, in the area of education, Finland has the best school education system in the world, which is similar to ancient Indian Gurukul system,» said Bhagwat, and added that «Finland education system is vastly different from that of U.S., U.K. and other European countries».
Bhagwat said that the notable freedom fighters from the Indian history including Mahatma Gandhi and Rabindranath Tagore had been educated under a «western» system but were never influenced by it.
Bhagwat was pointing out that it is not only the schooling, but a child’s parents and the atmosphere at home and in the society play a larger role in upbringing of children. Bhagwat said various RSS outfits have spoken out against «westernised» education and its impact on our culture. (ANI)
Source:
http://www.sify.com/news/need-to-overhaul-indian-education-system-on-the-lines-of-finland-mohan-bhagwat-news-national-rjjwLihaahdeg.html
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Indian: Lucknow education department to take steps to secure children

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Indian/ September 12, 2017/By: PTI/Source: http://indianexpress.com

District Inspector of Schools Mukesh Kumar Singh told PTI that use of smart phones by drivers and conductors of school vehicles has been banned as many times they are used to show objectionable content to children.

aking a serious view of the brutal murder of a student in Gurgaon, the education department at Lucknow has asked schools to take measures for the safety of children and banned use of smart phones by drivers and conductors in Lucknow schools. Schools have also been asked to ensure that sharp items do not make their way into school transport. The orders come close on the heels of a school boy being murdered in a Gurgaon school. The Class 2 student was found dead with his throat slit in the school toilet. Police have arrested a school conductor in connection with the case.

District Inspector of Schools Mukesh Kumar Singh told PTI that use of smart phones by drivers and conductors of school vehicles has been banned as many times they are used to show objectionable content to children.

“We have also asked schools to ensure that sharp edged items are not there is school vehicles. This will be ensured by checking both by schools and the department,” the DIOS said.

The education department has also asked parents and school to ensure that they do not allow minors to use vehicles to avoid accidents.

Source:

Lucknow education department to take steps to secure children

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Australia: Day care ‘double whammy’: NSW lagging in key education area

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Australia/ September 12, 2017/By: Pallavi Singhal/ Source: http://www.smh.com.au

Gayle King spends the same on preschool for her three-year-old son Harry as she does on her mortgage, but she said she sees it as an important investment in his education.

«One salary goes to paying for childcare, it costs us $130 a day,» said Mrs King, 36, who works as an accountant.

However, she and her husband have been paying for preschool since Harry was one, and Mrs King said she has seen major improvements in his language, maths and social skills in the past two years.

Mrs King said she has noticed a big difference between Harry’s development and that of friends’ children who don’t attend preschool.

Gayle King said she has seen major improvements in her son Harry’s language, maths and social skills since she enrolled him in preschool. Photo: Janie Barrett

«Their vocabularies are a lot lower than [Harry’s] and their social skills are just behind,» Mrs King said.

However, far more children in NSW are missing out on early education in the year before school than any other state or territory, a new report released by peak advocacy group Early Childhood Australia has found.

 About 77 per cent of children in NSW were enrolled in more than 600 hours of preschool in the year before school in 2015, compared to 97 per cent of children in Victoria and more than 95 per cent in the remaining states and territories.

NSW is the only state that has not yet met the national target of having 95 per cent of children enrolled in preschool for a year before they begin school, according to the 2017 State of Early Learning in Australia report.

The lag persists despite evidence showing that students who attend a quality preschool program are up to 40 per cent ahead of their peers in standardised tests by year 3 and half as likely to be behind in any of five key development areas, the report states.

The report also finds that Australia is lagging behind other OECD countries in this measure, and is ranked among the bottom third of nations for rates of early childhood education at the age of three and just below the OECD average for enrolment among four-year-olds.

«We’re not doing well overall in educational performance, [Programme of International Student Assessment] results are not favourable to Australia,» chief executive of Early Childhood Australia Samantha Page said, referring to the country’s declining results in the international science, reading and maths tests for 15-year-olds.

«I don’t think we’ve been quick enough to realise the significance of early learning for long-term educational outcomes and we’ve fallen behind. What we need to do is work on affordability and participation,» she said.

The report finds that a family earning $35,000 a year spent nearly 46 per cent of their disposable income on full-time childcare before subsidies were taken into account. This fell to about 12 per cent for a low-income family after accounting for subsidies, compared to 7.4 per cent for a high-income family.

Ms Page said that the NSW government’s $217 million investment into community preschools that provide 600 hours of education in the year before school, which extends the Start Strong program to 2021, will likely improve the state’s participation rates in the coming years.

Chief executive of early education provider Gowrie NSW Lynne Harwood said the children who are currently missing out on preschool are often those who are already disadvantaged.

«They are already starting behind the eight ball and not having access to early education puts them even further behind, so it’s like a double whammy,» Mrs Harwood said.

Emma Teres, who has enrolled her five-year-old son Anthony in part-time day care since he was six months old and her three-year-old twins Thomas and Christopher since they were one, said she would «ideally» enrol them full-time if it was more affordable.

«Anthony and Thomas have both been diagnosed with autism and they’ve gained in confidence education-wide, they are able to work in group settings and they’re learning different things to what a parent could ever show them at home, it just prepares them for school,» said Mrs Teres, 37, who used to work in the anti-money laundering department at a major bank.

«The main reason I haven’t enrolled them full-time and returned to work is that my salary wouldn’t be enough to justify paying for them to be in day care,» Mrs Teres said.

«But I believe every child should be in childcare even if it’s just for a few days, and the earlier you can get them in the better.»

Source:
http://www.smh.com.au/national/education/day-care-double-whammy-nsw-lagging-in-key-education-area-20170906-gybp2z.html
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Innovations in systems of education

Pluma Invitada

By Fe Hidalgo

THE Department of Education (DepEd) aims to provide caliber education to vulnerable groups and those not reached by formal education. This will help realize greater equality in known educational outcomes through the Alternative Learning System (ALS).
This is popularized by the DepEd Secretary Briones. The special groups targeted by this project are 11,343 drug surrenderers, children in conflict with the law although they are exempted from apprehension by the law on minors, something which I had spoken of for repeal; 26 rebel returnees, and 180 laborers. The planners will see to it that the ALS learners are aligned with the K to 12 plan for Basic Education to make it relevant and up-to- date. It explains the extent of the competency of ALS relates to the results of a formal school system requirement. Part of the program is the capacity building activities of the teachers and the ALS implementors.
This is extended to countries where children of Filipino migrants will have access to formal education. 100 volunteer teachers are found in Sabah. The DepEd plans to give ALS to the Marawi residents to insure education regardless of critical circumstances. Bakwits children are given Psycho Social activities to help children cope with the trauma of wars. They are provided with drawing sheets and crayons and requested to sketch what they want to draw. The psychologists will then program their debriefing methods based on what are drawn by the children.
UP Mindanao held Inaugural Lectures 2017. The lectures were on various topics on Knowledge X Change. This was held at the Audio Visual Room. The talks were given by faculty members. This caught my attention. The talk is unique in giving personal connections of speaker to an otherwise serious topic. There were talks on Contractualization: a Love Story, Minding the Energy Gap, The Secret Life of Fruits and Vegetables, The Curious Case of Matina Flooding, Wealth From The Poor Man’s Cow. Do You Want to Build A Shelter? Now you know what I mean. All those attending the lectures will not fall asleep.
The Lingap Para Sa Mahirap Program of the city government in partnership with other government agencies provides a one- stop shop medical assistance. Now it caters to 300 clients per day. This started in 2001. It has provided medicine assistance, laboratory, hospital assistance and donors for blood. Lingap coordinates with Southern Philippines Medical Center( SPMC ). DSWD also helps needy residents with the 100 million worth medical assistance from Lingap Para Sa Masa approved by the President. A 4-story building is being planned to be built in the SPMC compound.
City Mayor Sara Duterte promised to fund the hiring of more Madrasah teachers within the city. The comprehensive Madrasah Development Program will verify the need for more teachers. At present they have 130 Ulama and Ustads covering 50 Madrasah schools in the city.
UP Mindanao launches Urban, Regional Planning course and Master of Arts in Urban and Regional Planning. UP Department of Architecture was the reason we relocated from UP Diliman because my son, Architect Francis was assigned to head this department; now headed by Dean Juanga he is participating in the planned program of development.
DOST to reacquaint nation on Science and Technology Innovations. Science is for the service for the people. The 7 desired goals are: innovation stimulated; technology adoption accelerated; critical mass of globally competitive human resources developed; productivity and efficiency of communities and the production sector; resiliency to disaster risks and climate change insured; inequality in capacities and opportunities reduced; and effective governance achieved.
It is a welcome relief to give you all these promising innovations through Education. At least it fulfilled the President’s ardent dream of change or «Pagbabago.»
Source:
http://www.sunstar.com.ph/davao/opinion/2017/09/05/hidalgo-innovations-systems-education-562284
Follow us: @sunstaronline on Twitter | SunStar Philippines on Facebook
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