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Education for Sustainable Global Governance

Vision: The world will be a more stable and innovative place to live for the human race, if we can alleviate knowledge poverty and increase individual participation in issue based policy making.

Mission: GLTs can effectively contribute to realization of this vision by establishing a Task Force to generate ideas for implementation, developing measures, and promoting creative approaches, and helping WEF set the agenda.

Justification: Human rights are no longer conceived in the traditional sense, i.e. in a sense limited to civil and political rights such as the right not to be discriminated against on the basis of race, colour, sex, language, religion, social class or political opinion; the right to vote, freedom of speech and freedom of press and the like. Nor can the democracy be limited any longer to exercising the right to vote for electing representatives.

Both the human rights and democracy in our rapidly changing world refers to the extent to which large masses of people have access to sources of knowledge and to means of communication. This is the only way for people all over the world to have a say in their future and to take part in decision-making processes which direcly affect their lives. This is the modern content of democracy and human rights. This is good governance.

Good governance at both local and international level, i.e. global governance has two prerequisites.

First is the representation of non-governmental organisations in the international arena along with the governments. The past half-century has witnessed the emergence of vigorous global civil society. Today a multitude of institutions, voluntary organisations and networks covering women’s groups, trade unions, co-operatives, neighborhood watch associations make an important contribution in many fields, both nationally and internationally. They offer knowledge, skills, enthusiasm, a non-bureaucratic approach and grassroots perspectives. Excluding these from international problem-solving processes and restricting representation only to governmental level reduces the opportunity to develop creative solutions to global issues. In Seattle the world public witnessed the World Trade Organisation’s disability to cope with the rising protest of the civil society which felt itself alienated.

The second is the need to provide large masses of people with the necessary means that would make them not only duly interested in, but also adequately informed of, the affairs that influence their lives. This requires the right to have an access to means of education and information technology, i.e. an equitable and fair distribution of such means.

A Global Education Initiative will play a vital role in mobilising the world’s intellectual resources in opening up new perspectives for a worldwide education drive. Just as in the areas of environment or the organised crime, education is a field where efforts at individual national level are inadequate and international cooperation is needed. In an era of connected society, information has no boundaries. Therefore, efforts for access to better education and participation in decision making systems should have no boundaries.

Dr. Argüden
yarguden@arge.com


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