TRANSFORMING
EDUCATION IN THE
GLOBAL SOUTH:
TOWARD 2050
2023
Global Peace Foundation
Inquiries: [email protected]
Learn More: www.globalpeace.org/TE2050
Executive Summary
Education in the Global South stands at a crossroads, urging a shift from the conventional, industrial
model of education towards its values-driven origins. Historically rooted in moral and community-
oriented foundations laid by missionaries and religious organizations, education has, over time, veered
towards a rigid knowledge acquisition model that fails to meet the holistic needs of students and
educators. This shift has distanced education from its core purpose of nurturing well-rounded
individuals to contribute to the betterment of society through character, relationships, energy, skills,
and application of knowledge to solve complex problems.
The path to transformative education by 2050 is challenging but crucial. It calls for a concerted effort to
realign education with its original purpose of holistic development, preparing individuals not just for
jobs, but with character for peacebuilding and meaningful contributions in a global values-centered
community. The Global South, with its rich values, traditions, and strong interconnection of family and
schools, stands as a significant player in igniting this transformation. The urgency to act is clear to
transform educators and students, focusing on the holistic transformation of people rather than
exclusively on structures and systems.
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Where We’ve Been: A Look Back at the Last
300 Years of Education
Philosophy & Purpose of Education
Education, much like a tree, has its roots anchored deep within the soil of history. Tracing back the
intricate branches of education over the past 300 years reveals a system created to meet the societal,
economic, and technological needs of the 19th century. The dawn of the 19th century brought the onset
of the industrial revolution, a period marked by the creation of a new factory system. This transition to
mechanized production marked a fundamental change in how goods were made, and with it came
profound societal and educational impacts.1
1
Becker, S. O., Hornung, E., & Woessmann, L. (2011). Education and Catch-up in the Industrial Revolution. American
Economic Journal: Macroeconomics, 3(3), 92–126. http://www.jstor.org/stable/41237155
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Historians like Lawrence A. Cremin have explained how the rise of factories influenced education. In
this factory-like school system, knowledge acquisition, memorization, obedience, and uniformity were
key2. As best-selling author and TedTalk speaker Sir Ken Robinson once described the system: “Public
schools were not only created in the interests of industrialism—they were created in the image of
industrialism”3.
As we moved into the 21st century, the world began to change in many ways, but the basic structure of
education remained anchored to its old factory model purpose and roots, promoting knowledge
acquisition above the true qualities and skills students needed to thrive.
Re-Examining the Purpose of Education in the Global South
In contrast to the industrial model of education, missionaries and religious entities laid the groundwork
for education in many parts of the Global South4. Beyond mere literacy and basic knowledge,
institutions like Lovedale and Healdtown in South Africa held a deep aspiration to cultivate individuals
2
Cremin, L. A. (1980). The national experience: 1783-1876. Harper & Row.
3
Robinson, K. (2014). Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life. Penguin
Books.
4
https://kwpublications.com/papers/detail/ijarppg/4181#:~:text=The%20findings%20were%20as%20follows%3A,crucial%
20role%20in%20curriculum%20implementation
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into moral and values-driven citizens who would take responsibility for their lives, their community,
and country by embodying the universal principle of being one human family56. Lovedale and
Healdtown were educational institutions in South Africa established by missionaries during the colonial
period, with Lovedale being a mission station founded in 1824 that grew into a significant educational
institution by the 20th century, and Healdtown was a Methodist mission school established in 1855,
both aimed at providing moral and values-based education to South Africans. Similarly, the arrival of
Spanish Jesuits brought the early beginnings of values-driven education in the Philippines, instilling
values of social responsibility and passionately serving family and others in the community, recognizing
our collective value and interconnectedness7. Early moral and innovative religious leaders fostered
virtues like honesty, responsibility, dedication to service, and perseverance – all qualities needed to
contribute to a more prosperous and meaningful civilization. In the shadow of colonization, with its
many oppressive aspects, these religious institutions like Lovedale and Healdtown emerged. Despite
the context of their early beginnings, these institutions sought to uplift communities through education
that emphasized moral values and social responsibility and promoted the well-being of local
populations.
In numerous regions, from Africa to Asia and South America, missionary-established institutions were
not just centers for academic learning. They played an instrumental role in shaping societies,
emphasizing both development and holistic spiritual, emotional, physical, and mental well-being.
Esteemed institutions, such as Makerere University in Uganda and the University of Ibadan in Nigeria,
serve as testament to the lasting influence of these historical missionary figures.
However, as colonial powers began to imprint their legacy across the Global South over the last several
hundred years, there was a prominent shift in priorities8. The previously embraced holistic and virtue-
centered approach was overtaken by the structured Western conventional model. This method,
characterized by its emphasis on standardized assessments and rote memorization, aimed for
uniformity— sidelining family traditions, languages, and character-centric practices essential to moral
development and peacebuilding that early education once was founded on.
5
https://www.sahistory.org.za/place/lovedale-missionary-school
6
https://gatewaystoanewworld.wordpress.com/2015/08/31/a-mission-accomplished-nelson-mandela-and-missionary-
education/
7
https://gbseald.online/cathedhistory/#:~:text=The%20Daughters%20of%20Charity%20of,Benedict
8
https://www.brookings.edu/articles/in-the-quest-to-transform-education-putting-purpose-at-the-center-is-key/
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Critics, including education expert Dr. Tony Wagner, have pointed out that this model of education,
created in the image of industrialism, has fallen short in making significant improvements given its
focus on systems and not people. The world we live in today is vastly different from the industrial era.
In his book, Most Likely to Succeed: Preparing Our Kids for the Innovation Era, he contrasts the
conventional model to modern world needs, writing: “The role of education is no longer to teach
content, but to help our children learn—in a world that rewards the innovative and punishes the
formulaic”9.
9
Wagner, T., & Dintersmith, T. (2016). Most likely to succeed: preparing our kids for the innovation era. Scribner.
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Considering the evolving needs of future generations of the Global South, there is an urgent call to
refocus education on the holistic development of educators and students – adjusting the model to
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© Global Peace Foundation 2023
focus on character development, relationships, skills, and knowledge application, in essence reclaiming
the moral and values-based education from the recent past. By reinvigorating the educational
landscape with values, ethical character development, and a profound sense of purpose through the
transformation of educators and students, future generations of leaders can cultivate peaceful
civilizations by reintegrating the universal principles, vision, and values that once defined the purpose
of education. As Nobel prize laureate Gurudev Rabindranath Tagore aptly remarked, “The highest
education is that which does not merely give us information but makes our life in harmony with all
existence”10. It is with this understanding that a vision for 2050 becomes clear, to create harmony with
principles, vision, and values and cultivate a prosperous meaningful civilization of tomorrow by
transforming people today. With their rich values-based origins, there is greater potential for Global
South countries to resonate with this vision and actualize transformative education as it strongly aligns
with their core cultural roots.
10
https://timesofindia.indiatimes.com/life-style/books/features/10-life-lessons-by-rabindranath-
tagore/articleshow/82460584.cms
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Families and Educators are Moral and Innovative Leaders and Peacebuilders
The family is the most fundamental and defining institution of our human experience, therefore the
close bond between families and schools is crucial for shaping the holistic growth of young people,
raising them into good, creative, and peace-cultivating leaders for the future. In the Global South,
where community and family bonds are strong, the role of educators and families is crucial. Families
and schools make up for the largest portion of where young individuals spend their time, playing a
defining role in their early development. The Bureau of Labor Statistics reported that aside from
educational and work-related activities, the household is among the top three places in which Gen Z
spend their time each day11. The family, being the first place where young people learn about life, along
with teachers, takes up a large part of a young person's time and learning experience up until they
finish their higher education12. Their potential combined guidance lays the foundation for the values,
good character, and a sense of purpose that will steer these young minds through life's challenges.
Educators, going beyond just teaching facts, become moral and innovative leaders, acting as agents of
change whose positive effects reach the entire community13. Their teamwork with families creates a
strong support bond that helps the whole growth of students. For instance, the story of Malala
11
https://www.bls.gov/charts/american-time-use/activity-by-age.htm
12
https://www.gse.harvard.edu/ideas/usable-knowledge/23/03/case-strong-family-and-community-engagement-schools
13
https://soeonline.american.edu/blog/how-teachers-can-promote-social-change-in-the-classroom/
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Yousafzai, a young advocate for girls' education in Pakistan, shows the huge importance of the
partnership between family and educators14. Supported by her father, an educator himself, Malala's
desire for learning grew even in tough times, reflecting the deep impact of family and educational
support when rooted in strong moral values. Similarly, the saying by Nelson Mandela, "Education is the
most powerful weapon which you can use to change the world," captures the essence of educators as
moral and innovative leaders15. Through a blend of value-driven education and family support, a
supportive environment for nurturing morally responsible, creative, and collaborative individuals is
created. This partnership, rooted in moral values and creative approaches, sets the stage for a future
where education is the key to personal and community growth through transformative education.
The Centrality of Character, Conscience, and Harmonious Alignment with
Principles, Vision, and Values for Holistic Growth
At the juncture of societal advancement and personal development, there exists a delicate blend of
character, conscience, vision, values, and guiding principles. To appreciate this blend, it's imperative to
first recognize the steadfast VISION of our shared legacy and identity. This vision acts as a binding force,
uniting us not just as local groups or countries, but as a cohesive global family.
14
https://malala.org/malalas-story/
15
https://www.washingtonpost.com/news/answer-sheet/wp/2013/12/05/nelson-mandelas-famous-quote-on-education/
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Universal principles serve as a firm foundation supporting this vision16. Such principles, akin to the ones
mentioned earlier, provide a consistent reference for human conduct and the progress of societies.
They emphasize the unique value of every individual, resonating across the diverse tapestry of cultures,
faiths, and traditions worldwide. If we consider these core universal principles as our
“north star”, then our conscience acts as the internal compass steering us towards morally right
decision making. It’s this inner sense that encourages us to make choices that align perfectly with these
eternal truths. Each time our actions harmonize with these principles, it shapes and strengthens our
CHARACTER, pushing us closer to all-encompassing growth.
However, the path of character building isn’t always linear. It's filled with hurdles, new challenges, and
moments of self-reflection that provide invaluable lessons and opportunities for growth. While
character is our foundation, our VALUES reflect our human agency and personal responsibility to act
on universal principles— redirecting us when we deviate from our core path.
This synergy between these key elements is of critical importance in education, especially in the Global
South. In these areas, the aim of education should surpass mere dissemination of knowledge but rather
a transformational journey where both educators and students grasp the weight of these guiding
principles, discern the role of their conscience, and remain dedicated to consistent character
development to discover purpose and meaning in their society, nation, and world.
Holistic Development and the Role of the Spiritual Dimension in Character
and Education
In the quest to transform education and cultivate character, we cannot overlook the importance of
holistic development17. Holistic development is the comprehensive growth of individuals across various
facets - spiritual, mental, emotional, and physical. While each dimension plays a crucial role, the
spiritual dimension has a unique resonance, especially when juxtaposed with principles, values, and
character18. Human beings stand unique among species with their capacity for spiritual and moral
growth, dimensions that are often overshadowed in our pursuit of material progress, yet these aspects
are integral to our nature. Other animals don’t share this capacity for spiritual development, making
humans unique with innate potential for transformation. Recognizing and nurturing the spiritual
dimension is critical to our own transformation, as it is the primary dimension which often catalyzes
significant development in the mental, emotional, and physical dimensions, underpinning much of our
holistic growth as demonstrated in the figure below.
16
https://globalpeace.org/about-us/
17
https://files.eric.ed.gov/fulltext/EJ1066819.pdf
18
https://www.brookings.edu/articles/transforming-education-for-holistic-student-development/
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The spiritual dimension, at its core, pertains to our inner moral compass, our sense of purpose, and our
drive to connect deeply with ourselves, others, and the world at large. It anchors our values and
principles, providing them with depth and context. This isn't merely about religious beliefs but about
the intrinsic motivation and sense of meaning that guides our actions and decisions. The universal
principles that form the foundation of the spiritual dimension are not confined to any single religious
belief but are echoed across the array of world religions and wisdom traditions within the Global South,
reflecting a shared human heritage of values as one human family.
The mental dimension sharpens our cognitive abilities, enabling us to understand and reflect upon
principles and values. It equips us to engage critically with the world, ensuring we're not just passive
recipients of information but active participants in our learning journey. Our emotional relational
dimension speaks to our capacity to feel, relate, and respond. It's the wellspring of our passions, our
drives, and our connections. At the heart of our being, humans are relational beings, and our highest
attributes are reflected in our spiritual and moral essence, which aligns with the universal principle that
each person carries an intrinsic value and dignity. This relational essence is nurtured in our family
connections, the first institution we are brought up in as individuals. This relational nature underscores
the importance of the emotional dimension, which fosters our ability to connect with others and
navigate the world through a framework of shared spiritual and moral values. It lends depth to our
understanding and empowers us to engage with principles and values on a deeply personal level.
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Lastly, the physical dimension is about manifesting our values, principles, and character in tangible
actions. It's the embodiment of our beliefs, ensuring that our character is not just an abstract concept
but a living reality. To fully engage with and cultivate each dimension of our being—spiritual, mental,
emotional, and physical—we require not just the intention but also the physical energy and vitality to
bring these principles into action, making our values and character a lived experience that continuously
shapes and is shaped by our interactions with the world.
In the landscape of education, especially within the Global South, the spiritual dimension offers a
foundational perspective. It provides educators and students with the 'why' behind the principles they
engage with, making education a journey of not just knowledge acquisition, but character formation.
This not only creates a capacity for transformation in the other dimensions of development through
spiritual development but maps directly to the Personal Transformation pyramid, the cornerstone of
this exciting vision for transformative education in the Global South.
The Critical Need for Holistic Development of Educators and Students
Navigating the diverse spectrum of an educator and student's world makes evident the need for
transformative change in education, which is critical for a thriving 21st-century society. This change is
a joint effort among educators, families, and the broader community entities, each holding a key
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position in the student's life, as highlighted by Bronfenbrenner’s ecological systems theory19. Building
on our earlier discussion, the narrative of education transcends conventional teaching. It's a journey,
steeped in character and conscience, where values of empathy, resilience, and innovation are
meticulously instilled by both educators and families.
CORE STRATEGIC PARTNERSHIP
BETWEEN FAMILIES AND EDUCATION INSTITUTIONS
FAMILIES
(PRIMARY)
PARENTS, GRANDPARENTS, UNCLES,
AUNTS, GUARDIANS
EDUCATION
INSTITUTIONS
(SUPPORTING)
© 2023 Global Peace Foundation
LEADERS, TEACHERS, ETC. 17
Educators, in this transformative vision for education, are not just channels of knowledge. They're
moral and innovative leaders, taking the mantle of holistic development, with a keen emphasis on
character, vision, and values. Their synergy with families, the initial cultivators of a child's worldview,
and education institutions, the broader backdrop of experiences, fosters an environment conducive for
the holistic growth of character. As the famous transformation writer, Neville Goddard, once said,
“Education is not accomplished by putting something into man; its purpose is to draw out of man the
wisdom which is latent within him”20. Through this view, the seeds of peacebuilding, social justice, and
citizenship are nurtured by developing student’s moral character and sense of purpose through
transformative education, preparing students to thrive in a rapidly changing global scene21.
As the journey towards 2050 progresses, there's a palpable shift in education, moving from a singular
academic lens to a more holistic one, resonating with the real-world challenges ahead for students.
Educators embodying the spirit of continuous improvement and leadership become the vanguards of
this transformative education. Looking ahead, the emphasis rests on creating an ecosystem that
prioritizes character development, nurturing students equipped with knowledge, a robust moral
compass, and an innovative spirit.
19
https://www.simplypsychology.org/bronfenbrenner.html
20
https://www.manifestingwithsylviane.com/the-10-main-core-teachings-of-neville-goddard/
21
https://www.researchgate.net/publication/267824613_THE_NEED_FOR_CHARACTER_EDUCATION
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Upstream Change of the Source vs. Downstream Treatment of Symptoms
Education systems around the world have often been caught in a cycle of addressing immediate
concerns without delving into their root causes. Take, for instance, the rise of violence in schools.
Instead of exploring the underlying societal or character rooted triggers, many educational institutions
hastily introduce programs to minimize bullying events. Similarly, when students' academic
performance dips, the instinctive response is to roll out targeted learning programs. These are often
short-lived, fading away once immediate concerns are alleviated, only to be reintroduced when the
next set of challenges emerges. Such approaches, while well-intentioned, tend to focus on the visible
problems rather than their true origins born from the misalignment of values, principles, and vision
and bruised relationship with our conscience. Furthermore, these systemic issues are products of
deeply ingrained, inflexible institutional structures, which has been seen to severely undermine
educational outcomes and quality for students.22
22
https://www.carnegiefoundation.org/resources/publications/quality-and-equality-in-american-education-systemic-
problems-systemic-solutions/
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The crux of the matter lies in fixing the Upstream Source, the transformation of educators and students,
not another educational reform policy enrichment program or added structure. Addressing superficial
issues without considering the holistic development of people perpetuates treatment of symptoms,
not the source. For instance, instead of just introducing well-being programs to combat student mental
health concerns, what if we cultivated an environment that prioritized values-driven character
development and cultivation of meaning from the outset? By nurturing individuals who are holistically
and morally grounded, this vision for transformative education would create a foundation for
individuals to truly thrive and experience fewer negative symptoms. When we focus on developing
better individuals, we inherently set the stage for more resilient, not reactive educational systems.
Transform Yourself, Transform the World
The journey towards transforming education starts at a personal level, with educators leading the
charge. When educators engage in a process of holistic transformation, encompassing spiritual, mental,
emotional, and physical dimensions, they set the stage for a ripple effect that resonates through the
institutional culture and the educational methodologies employed. This personal transformation is
significantly influenced by the power of positive habits and focus, where consistent efforts and
intention toward self-improvement and self-reflection can lead to the development of a well-rounded
character. As educators show up as a better version of themselves today, than they did yesterday, they
embody the change they wish to see, fostering an environment that catalyzes similar transformative
experiences for students.
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A pivotal aspect of this transformation is the shift towards a more holistic approach to education,
transcending the traditional academic boundaries to include a broader spectrum of student
development. This encompasses the nurturing of social, emotional, mental, moral spiritual, relational,
and physical facets, contributing to a transformative educational experience. The vision here is to not
just impart knowledge but to mold individuals capable of critical thinking, empathy, and possessing a
strong moral compass in recognition and alignment with moral laws and universal principles. When
educators and students engage in holistic development, they become better individuals, primed to
contribute positively to the structural and systemic evolution of the educational landscape.
As the transformation journey progresses, the change in educators and students begins to reflect in
the institutional culture, methodologies, and technology applications. The narrative transitions from a
solely academic focus to a people-centered approach, where the emphasis is on preparing students for
real-world challenges and future prospects. The transformation of systems and structures in the
education landscape is a mirrored reflection of the transformation of the individuals within it. As
educators evolve into effective leaders through personal growth and character development, they
become the torchbearers of change through those they positively influence.
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Where We’re Going: The Changing Landscape
Generation Z and Generation Alpha are Here.
Right now, our schools are teaching the last of Generation Z (born between 1995 and 2010) and almost
all of Generation Alpha (born from 2010 to 2024), a growing collection of over 1.2 billion youth
worldwide23. The average median age of key global south countries is 25.3 years old, meaning that the
global south population holds a significantly large amount of the youth and leaders of tomorrow in the
world24.
1.2 BILLION TODAY, THE WORLD IS
HOME TO THE LARGEST
YOUTH GENERATION OF YOUNG
PEOPLE IN HISTORY – 1.2
BILLION YOUTH
CLOSE TO 90% LIVE IN
GLOBAL SOUTH
WHERE THEY
CONSTITUTE A HIGH
PROPORTION OF THE
POPULATION
© 2023 Global Peace Foundation
The commitment of educators in the Global South to invest in character and holistic growth can
transform this spiritual and moral capacity into a tremendous asset, nurturing a generation of youth
poised to thrive and lead. Conversely, if educators maintain the status quo, neglecting these
dimensions, it risks turning this potential into a liability, leading to a lost generation faced with
substantial social challenges.
23
https://www.advocatesforyouth.org/issue/young-people-in-the-global-south/
24
https://www.worldeconomics.com/Demographics/Median-Age/Philippines.aspx
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GLOBAL SOUTH YOUTH POPULATION
AN ASSET OR A LIABILITY?
EDUCATORS ASSET
INVESTING IN YOUTH
CHARACTER GENERATION
& HOLISTIC THAT
GROWTH THRIVES
A LOST
LIABILITY YOUTH
EDUCATORS GENERATION:
MAINTAINING
RESULTING IN
THE STATUS HUGE SOCIAL
QUO PROBLEMS
© 2023 Global Peace Foundation
These new generations are tech-savvy and more connected to the world than any generation before
them. However, the old school schedules, with set semesters and academic years, don't match the fast-
changing world students will need to develop and thrive in. For example, standardized tests like the
Program for International Student Assessment (PISA) scores don’t show the full picture of how ready
students are for the modern world25. The current educational system's focus on standardized testing
and academic credentials often overlooks the qualities of character and the ability to relate well with
others, raising the question of whether high grades truly reflect a student's capacity for positive impact
or teamwork. If a student graduates with straight A's, there is no guarantee that these achievements
are an indicator of their values, or that they possess the relational skills necessary for collaborative
work environments, as underscored in discussions about character attributes at innovative companies
like Tesla.
It is critical to change the purpose and mindset of education to prioritize educating a whole generation,
not just students in one school. By working together across different regions in the global south,
educational leaders can share resources, and knowledge, and learn from each other to promote the
holistic development of educators and students alike. For instance, using project-based learning in
schools can help students solve real-world problems and become innovators. Also, digital platforms
can create global classrooms, breaking down geographical barriers and promoting learning together
from different parts of the world. Several experimental schools and universities have already gained
success in this regard, including Ad Astra in the USA and Tecmilenio in Mexico.
25
https://www.nytimes.com/2019/12/03/us/us-students-international-test-scores.html
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Ad Astra, now known as Astra Nova Academy, embodies an innovative approach towards nurturing the
holistic development of students. The core belief here is that instilling a robust desire to learn is a
precursor to contributing to a prosperous and successful civilization. By engaging students in the realm
of advanced exploration using project-based learning and generational learning approaches, the aim is
to extend the thrill and inquiry of exploration beyond traditional boundaries, making it a pursuit for the
holistic development of future innovative leaders. This initiative aims to spark a lifelong curiosity in
students despite the abbreviated classroom time. Through these methods, Astra Nova strives to foster
a deeper, value-driven understanding and curiosity that prepares students to thrive in a rapidly
evolving global landscape.
Similarly, Tecmilenio University focuses on a well-rounded approach to education by cultivating the
development and immersion of student’s purpose through their education. The emphasis is on creating
an ecosystem of well-being and happiness to help students find their life's purpose and build
prosperous and meaningful civilizations of tomorrow. The curriculum is delivered through a
personalized open platform that fosters the development and certification of character-building
competencies. This approach is in alignment with preparing students for real-world challenges, and
encouraging creativity, critical thinking, and adaptability, which are essential traits for the modern
workforce, peacebuilding, and values-driven global citizenship.
In the Philippines, Region 3 is already witnessing the innovative rollout of the Ukit Marangal framework,
a transformative initiative designed to enhance the effectiveness and efficiency of educators, students,
and school leaders. This approach is tailored to refocus education back on values, fostering the
comprehensive development of personal transformation and transformative education, with a
particular focus on peacebuilding competencies including self-awareness, social responsibility, human
security, creativity, innovation, community resilience, and more. At the core of this initiative is the
integration of values-based training, aiming to imbue teachers, students and school leaders with strong
moral character and peacebuilding competencies. These competencies are deeply rooted in holistic
development and guided by universal principles, vision, and values, ensuring that the educational
transformation aligns with a holistic and ethically grounded approach to learning and leadership
through the transformation of people, not systems.
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By 2050, Generation Z and Alpha will be leading our schools, companies, and countries. Their education
should be about more than just being good with technology, a value neutral tool. Education must help
present future generations become good global citizens, eager to make meaningful changes and
promote peacebuilding in their family, community, and world. The goal is to blend the learning of
important values with the pursuit of knowledge, preparing them not just to get jobs, but to be leaders
with strong moral and innovative leadership. As they move into different job sectors, the need for an
education system that promotes values and modern world-ready character becomes clearer. This
means creating a learning environment that encourages creativity, critical thinking, and a sense of
responsibility to the world guided by moral character and universal principles, vision, and values. The
practices at Astra Nova Academy and Tecmilenio University are shining examples of this approach.
Through project-based and generational learning approaches, Astra Nova ignites lifelong curiosity and
a deeper, values-driven understanding in students. Similarly, Tecmilenio's focus on well-being and
finding life's purpose through education prepares students to face real-world challenges with
creativity, critical thinking, and adaptability, embodying the essence of values-driven global citizenship.
Workforce Trends of 2050
The shift in organizational dynamics is palpable as companies evolve to bridge the gaps for emerging
workers of the future. Now, the spotlight is on a more holistic approach to hiring, where big brands
and companies are veering away from solely credential-based recruitment towards recognizing the
importance of character, capabilities, relationship building, and values. For instance, Tesla and Google,
forerunners in innovative hiring practices, look for individuals who are not just technically proficient
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but also exhibit character qualities, proficiency in relationships, innovation, moral responsibility,
collaboration, ability to solve complex problems, motivation, and reliability.
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© Global Peace Foundation 2023
Tesla, a trailblazer in the electric vehicle and clean energy domain, emphasizes the essence of character
in its hiring process, mirroring a contemporary shift towards value-centric recruitment26. Unlike
conventional models where knowledge and credentials were the focal points, Tesla seeks individuals
whose characters resonate with its culture of innovation, resilience, passion for relationship building,
and collaborative engagement. The company values traits like problem-solving aptitude, adaptability,
and a willingness to challenge the status quo, which are emblematic of a character that thrives in a
fast-evolving, disruptive environment. This emphasis on character ensures not only a technical fit but
also a cultural and ethical alignment with Tesla's overarching mission to accelerate the world's
transition to sustainable energy. By spotlighting character, Tesla aspires to build a workforce of
forward-thinking individuals who are equipped not just with technical ability but with a moral compass
and a vision that contributes to a moral and innovative pursuit of solutions to global challenges.
In addition, Google, a tech behemoth, has also reimagined its hiring practices to focus more on the
character of individuals rather than just their knowledge acquisition27. Rather than merely glancing at
the credentials, Google seeks individuals who embody the company's values and possess a blend of
intellectual curiosity and ethical principles, thus aligning with a broader organizational culture that
prioritizes character. This shift is captured in their measure of a candidate’s “Googleyness” factor, a set
of qualities including ambition, drive, character, team orientation, and integrity, among others, that
the company looks for in its potential hires.
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https://fortune.com/2014/09/04/how-google-attracts-the-worlds-best-talent/
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By doing so, Google aims to hire individuals who are not only skilled but are also good at heart,
innovative, and can contribute positively to the company's culture and, by extension, to the broader
community. This holistic approach to talent acquisition reflects a deeper understanding that it's the
people who make the workplace. Their innate capacity to change, evolve, and drive innovation is what
fuels organizational growth. Education, therefore, must realign to this vision, ensuring that the future
workforce is character ready.
The evolving hiring practices at notable firms like Tesla and Google spotlight the importance of
character alongside skills, suggesting a valuable lesson for the realm of education. Skills are value-
neutral and their impact hinges on the character of those wielding them. This entails a well-rounded
development of both educators and students, fostering traits like empathy, resilience, and ethical
decision-making. By aligning educational values with broader universal principles, and instilling a strong
moral foundation, transformative education can prepare individuals who are adept not just technically,
but also in navigating the complex ethical landscapes of the modern workforce.
In alignment with new modern hiring practices, the education sector is called upon to make a transition
to cultivate the whole person, acknowledging the four core dimensions of being human—spiritual,
mental, emotional, and physical—rather than concentrating primarily on the mental dimension, and
partially at that. This holistic approach to development is far more encompassing for preparing
individuals to meet the multifaceted demands of contemporary workplaces.
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© Global Peace Foundation 2023
Propelling Civilization Toward a Purposeful
Future: Join Our Shared Commitment
“Design creates culture. Culture shapes values. Values determine the future.”
Robert Peters, Circle Design
How we educate the current generations will shape all aspects of technology, media, governance,
policy and ultimately, culture. This process will generate the new world’s values and ethics while
informing how coming humans will relate to their planet and global community. In other words, the
shape that transformative education takes will directly and prominently create the coming future.
To be informed of this, to be aware of this and the responsibility it entails must be a core value for
today’s educators and educational institutions. When we can understand our mission of building
civilization and raising human consciousness through moral character development, we can raise our
level of ownership to positively impact life on this planet. Through the transformation of people over
systems, transformative education stands at a precipice in the global south, called to raise ‘good human
beings,’ which means creating an environment where educators and students can understand their
own roles and responsibilities in today’s changing world and thrive.
In this era of unprecedented challenges and opportunities, the call to action for all of us is clear. By
acting collectively, we can propel civilization toward a more purposeful, sustainable, and shared future.
It's not just a vision; it's a mission we all can embrace.
We invite you to sign up for this shared commitment by accessing our TE 2050 website and signing this
form using the link or QR code below to become a partner and/or supporter in this exciting vision. We
invite you to join our shared commitment and become part of a global movement to transform
education through the transformation of educators and students.
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© Global Peace Foundation 2023
For more information about
Transforming Education in the Global
South: Towards 2050, please visit
www.globalpeace.org/TE2050 or
submit an inquiry below
([email protected])
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© Global Peace Foundation 2023
