The scarcity of effective managerial leadership is what makes underdevelopment persistent. It’s a problem that formal education could not address.
There is now an effective solution for that.
In our world, the persistent underdevelopment of post-colonial countries in the global south is the most stagnant area of intellectual inquiry. As implied by our definition of development, the sum total of ideas in the line of inquiry does not amount to a single step of incremental progress. The evidence is that underdevelopment remains, despite all the resources devoted to addressing it by scholars, multilateral organizations, and donors over many generations. Human Rethink has changed that. Permanently.
Development is the rise of a nation to meet the West and other developed countries as an economic equal based on the managerial and entrepreneurial leadership of its own indigenous people, as China is doing. Underdevelopment is the inability to acquire such leadership regardless of higher education attainment rates, and dependence on scarce expatriate leadership instead. READ MORE
Because it’s missing the implicit component that makes it appear effective for developed countries and their diaspora. The component is passively acquired in culture, not taught in school, and can’t be otherwise learned until now. So, existing curricula, regardless of quality or volume, could not systematically train students as effective managers. READ MORE
Development is more than the availability of technology. For expression as successful development, technology must be coupled with its implicit knowledge, which is not taught in school. The Implicit Curriculum does that with the resources of higher education. Graduates can then become the effective leaders of development for their country. READ MORE