NEXUS OF PRINCIPLED LEARNING
TRANSFORMATIVE ACADEMIC ACHIEVEMENT
The Academy is the venue for scholars, leaders, students, lay-persons, and officials from the world over to gather, research, and engage in dialogue on how best to serve the public in a globalising world. All participants will contribute to the discourse and rigorous study of cohesive global public policy in the making.
A WORLD TRANSFORMED THROUGH THE INTEGRATED SYNERGY GENERATED BY THE TRILATERAL PERFORMANCE OF LEADERSHIP, LAW AND GOVERNANCE WORKING IN CONCERT WITH ONE ANOTHER.
QUESTION THE KNOWLEDGE SYSTEMS THAT HAVE GIVEN RISE TO SHAPE THE PRESENT ORDER. REVEAL THEIR DEFECTIVE ELEMENTS AND THE CONCEPTUAL FRAMEWORKS AND LOGICAL ORGINAZATION TO REPLACE THEM—THUS PROVIDING THE BASIS FOR FUTURE SOCIETIES TO OPERATE WITHIN A GLOBALIZED ENVIRONMENT EMBRACED BY KNOWLEDGE, SKILLS AND ABILITIES TO CONSTRUCT THEM.
global public policy
Cohesive global public policy provides the advantages and opportunities as a gateway to advance human society in a global context. It gives rise to long range strategic planning of not less than two hundred out-year duration, adjusted as needed at projected intervals and stages of development, refined and enhanced by pedagogy and research.
pedagogy & Identity
authenticity | Accountability
There are possible linkages between instructor identities and the pedagogies they employ in their role as teachers. The larger educational goals they espouse and the pedagogies they use must be of the highest order. Conceptual linkages between teacher identity, pedagogy and authenticity suggest that legitimacy in the teaching profession is a crucial factor in ways that produce high learning outcomes, and at all academic levels. To strengthen authenticity and accountability in education and through-out society, we must establish trust in our academic institutions and methods of instruction.
Policymakers, academics, and leaders of thought must commit to the promise of universal education as a pathway to a higher consciousness that provides means to realize social mobility in globalizing environments. Education is one of the fundamental factors of an advanced civilization. In order to be adequate and above reproach, it should be comprehensive, not only the physical and the material aspects but also the intellectual side of human nature, its commonality per spiritual, moral, and ethical aspects.
Learners need to be educated not just for today but for the future. They should gain skills and dispositions that will enable them to cope with uncertainties in changing world environments replete with unprecedented challenges. Preparing for the future builds the human capacity to contribute to ongoing discourse on ways to guide and manage an emerging global ethos. The emphasis is not just on mastering content but also on acquiring analytical skills, learning, and being prepared to unlearn and then relearn, as needed, to realize progressive outcomes.
This approach can help students to acquire critical thinking and gain social competencies related to leadership and community service. Personal pedagogies of teaching, in particular the conceptions they hold for learners, must be an example of providing learners the support they need in developing their own individual authenticity in fulfilling academic requirements. It includes the ability to change perspectives in the light of new information and understanding, help students gain critical thinking skills, social competencies, and learn to collaborate and work together.