Today, an era of active citizenship is beginning where individuals have the means to better their lives and the lives the people around them. The results have been that the number of non-government organizations and peoples movements have increased in all countries. They act in all spheres of activity at the local, national and international levels. Many citizens today channel their energies into promoting better individuals and social conditions and human development.
People utilize non-government organizations as vehicles to suppress their aspirations for Justice, Solidarity, Equality, Freedom and Peace. They contribute to the solutions of problems exploring new methods for coping with issues in creative and participative frameworks. Most of them have implemented programs much more effectively and efficiently than the public sector.
Globalization has created the breakthrough that gives people broader responsibility to react and change wherever they are. There are more chances to do it, as the capacity for achieving results through direct action is greater than ever before. But there is also the chance that the opportunity will be missed if we are not prepared on an individual basis we as educators must be prepared for the changes that are sure to follow and adapt to these changes.
Involvement in peoples organization develops an individuals vision, responsibilities and entrepreneurship for improving society. These are essential characteristics of the third millennium citizens who must seize this open moment in history to create lasting change and security for all.
Our role as educators becomes much more significant because we have been given charge of children who will one day be the leader of their city, state, country and may be internationally famous. The world needs leaders because leadership is a key condition for change.
To some extent people in authority must be educators and social architects studying and shaping our education system so that the theme Education For All becomes a reality.
Education as a human right, yet there are many people in our communities that are unable to access it. The World Declaration on Education for All asserts that people must be given the means to develop their full capacities to live and work in dignity, to participate fully in society and to improve the quality of their lives. The learning tools of literacy, oral expression, numeracy and problem solving are essential. Knowledge, skills, values and the attitudes come from these skills and en- able a person to evolve and to develop throughout his or her life.
Children need greater protection of their education- al rights and they should all be given the same opportunity to develop their potential. Women need not only equal access, but also participation in education's decision-making processes. Marginalised peoples can be found in every part of the world. They must be given right of access and education that addresses their specific learning needs.
At some point, we all pay in one form or another for the world's lost human potential. Education for all is an issue for everyone everywhere.
As the World continues on It path towards globalization and interdependence, a dichotomy is surfacing across the globe. In this century we have achieved extraordinary advances in science and technology, as well as in the social and economic domains. Yet, never has the gap between the rich and the poor, between the educated and the illiterate, and between the nourished and the hungry been so dramatic. As these disparities reach every corner of the world, tensions between peoples and nations have risen in the form of international and civil wars, xenophobia, violence and intolerance.
International cooperation and global citizenship is an imperative for the world's societies to progress in the next century.
Learning in the 21st century will happen in an expanded arena of educational settings. Daily life will I be a global classroom. Education will take on a greater meaning in terms of imparting values, attitudes, professional skills, as well as the capacity to learn, relearn and participate actively in society. In this process we will become more responsible for our own learning and accountable to put it into action.
Higher Education will further internationalise its content, teaching methods and systems. Discovering the links between human values and traditional academic disciplines will become more central to the process of developing holistic approaches.
Communication technology will play a major role in the development of education and training in the next century. Technology and mass media will continue to expand our abilities to communicate and interact, but equal access, to information and knowledge must be addressed to ensure that all people have the same Opportunities to learn and to reach their full potential.
Capacity building will become a key concept in education for the 21st Century Citizen. The emphasis on, building the capacity of the nation state will shift towards the assumption that the individual's capacity is far more effective in bringing change to society. Democracy and participation of people in society's institutions will become a new "learning resource" for us all. Education for citizenship will expand the knowledge of our rights and responsibilities in civic society. Forging new channels of participation will be necessary to ignite the enhanced power of people.