The Future of Education

ROSINA DORELLI, FOUNDER AND DIRECTOR OF DA VINCI LIFE-SKILLS.

Article 26 of the United Nation’s Universal declaration of Human Rights (1948), relates to education. Part of section 2 states that, “Education shall be directed to the full development of the human personality.” I would like to question whether the current English state education system is adequately meeting this goal.




What is implied by, “the full development of the human personality”? Do we have a common personality? Science has shown that humans have large complex brains and live in large complex social groups. We appear to have a strong sense of curiosity that leads us to want to explore, understand and manipulate our environment. Research suggests that, “intelligence is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience.” (Stern, 2017). Is focusing on a narrow set of academic skills and sitting high stakes exams the best way to fully develop a human personality, to enable them to flourish in life?


Humans have a unique mental flexibility to adapt to our changing environment, but the transition from hunter gatherer tribes to the industrial revolution happened in just a few thousand years, “the genes that guide human brain development have not undergone remarkable changes during the last 50,000 years. This means that as a species, humans are genetically adapted to accomplish requirements of the world as it existed at approximately 48,000 BC.” (Stern, 2017). Designing a well-rounded education system for the modern human is therefore a complicated task that perhaps requires a combination of ancestral knowledge and modern technology.

 

The current UK state education system was invented at the end of the nineteenth century to meet the needs of the industrial revolution and to prepare children to live in an increasingly complex world. It has helped to raise standards in literacy and numeracy, provided opportunities to bridge the class divides and improved our economic progress in the global arena. The UK ranks 15th and 17th in world literacy and numeracy according to the studies lead by the OECD’s 2018 PISA reports, but, “the UK’s students were also found to have the second lowest levels of “life satisfaction” in the OECD.” (The Times, 2022). So where are we going wrong?

 

We are now entering a new technological revolution, with the rapidly advancing inventions of smart phones, virtual reality and AI. It is an increasing VUCA (Volatile, Uncertain, Complex and Ambiguous) world. We can no longer predict what our children’s future will look like. Businesses are complaining about the lack of skilled workers, not just in IT, but in life-skills such as teamwork, self-management and creative thinking. Hi-stakes exams are causing depression because, “a third of pupils in England are in effect written off at 16 because they fail to get grade 4 or above in English and maths GCSEs” (The Times, 2022), add this to the threat of climate change and the unethical use of dopamine addiction in many social media platforms, it is no wonder that we are seeing an alarming increase in unhappiness and mental health issues in our young people.


We have founded Da Vinci Life-Skills to help tackle some of these problems. We have created a vision of what education could be in the future, directed to the holistic development of the whole human personality. Based on extensive research, we are building a new curriculum and assessment model to meet the needs of future generations. We are focusing on the development of life-skills and how to nurture human beings’ inherent curiosity and love of learning. Our 5 project pathways explore a range of academic, physical, social/ emotional and creative/intuitive skills, guided by the UK National Curriculum and student interest. We believe that a convergence of ancient wisdom and technological innovation can guide us into a creative, ethical and sustainable future for all. To find out more please visit, https://davincilifeskills.com.




References:


OECD Programme for International Student Assessment (PISA), (2018). Retrieved from

https://www.oecd.org/pisa/publications/pisa-2018-results.htm

 

Stern, E. (2027). Individual differences in the learning potential of human beings. npj Science Learn 2, 2. Retrieved from https://doi.org/10.1038/s41539-016-0003-0

 

The Times Interim Report, (2022). Retrieved from

https://www.thetimes.co.uk/society/education/education-commission

 

UN General Assembly, Universal Declaration of Human Rights, (10 December 1948). Retrieved from https://www.un.org/en/about-us/universal-declaration-of-human-rights



This article was first published in Engage 24.

BY ROSINA DORELLI, FOUNDER AND DIRECTOR OF DA VINCI LIFE-SKILLS • September 12, 2022

STEM programs in Haiti

By Ann Beatty • February 14, 2026
On 23rd January at the Cima Community School of Hope (ECEC), the first workshop was held with the first group of students as part of the STEM program. This activity marks a promising start to the program's implementation. STEM (Science, Technology, Engineering, and Math) is crucial for children because it fosters critical thinking, problem-solving, and creativity from a young age. It nurtures natural curiosity, helps children understand the modern world, and builds resilience through hands-on experimentation. Additionally, early STEM exposure prepares them for future academic and career success. A total of 20 students participated in this first session. The session focused on a general presentation of the importance of computer programming in today's world. The students were also introduced to the Scratch software interface, an educational tool well-suited for teaching children programming. This initial experience went smoothly and generated considerable interest and strong motivation among the students.

Make This Spring the Season You Secure Your Legacy

By Steve Sinnott • February 14, 2026
At the Steve Sinnott Foundation, we know that planning for the future is one of the most important things you can do for the people and causes you care about. That’s why we’re delighted to offer our staff and volunteers the opportunity to write or update their will this Spring. Whether you’ve been meaning to get started for years, or you simply need to make a few updates, this is the perfect time to take that important step. Join Our Free Will Writing Webinar To help you get started, we’ve partnered with expert estate planners Octopus Legacy , who will be hosting a free webinar(s) covering everything you need to know about writing or updating your will. Staff & Volunteers 12pm, Thursday 5th March Online via Zoom - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration Supporters 12pm, Tuesday 10th March Online via Zoom - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration During the session, you’ll learn: Why it’s important to have an up-to-date will What to consider when writing or updating your will The different types of will-writing services available How Lasting Powers of Attorney work and why they matter How to claim your free will this Spring This webinar is designed to make what can feel like a complex process simple, clear and manageable. Why Having a Will Matters Having an up-to-date will ensures your wishes are respected and your loved ones are protected. Without one, the law decides how your estate is distributed and that may not reflect what you would have wanted. A will gives you peace of mind. It allows you to: Provide clarity and security for your family Appoint guardians for children if needed Make specific gifts to individuals or causes Ensure your estate is handled efficiently Updating your will is just as important as writing one. Life changes marriages, children, property purchases, or changes in circumstances can all affect your wishes. Claim Your Free Will This Spring As part of this initiative, eligible staff and volunteers will have the opportunity to claim a free will-writing service. Full details will be shared during the webinar, including how to access this benefit. We encourage you to take advantage of this opportunity. Writing or updating your will is one of the most responsible and caring decisions you can make for yourself and for those you care about. Register Now Spaces are available now, simply register using the link below: Staff & Volunteers - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration Supporters - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration We hope you’ll join us on Thursday 5th March and take this positive step towards securing your future.

The Foundation supporting the achievement of the Sustainable Development Goals (SDGs)

By Kaylem James • February 3, 2026
In my time as an assistant at The Steve Sinnott Foundation (SSF), one of my research tasks was looking into how the Foundation contributed to the achievement of the Sustainable Development Goals (SDGs). I really believe in the work of the Foundation and I have also been raising funds as I believe that every child must have the right to education. SSF is a UK-based educational charity focused on promoting quality education worldwide. It plays a supportive role in achieving the United Nations 17 Sustainable Development Goals (SDGs), especially Goal 4: (Quality Education), but its work contributes to several others as well. Here's how the Foundation supports the SDGs: Goal 4 – Quality education (core focus) The Foundation's main mission is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It supports teachers and educational initiatives in developing countries. It runs programmes like: The Education for All Campaign – advocating for universal access to education. Teacher empowerment projects – providing training and resources to educators in under-resourced countries. Girls' education programmes – encouraging and supporting girls to stay in school and complete their education. Goal 3 – Good health and well-being Through education, particularly health-related programmes, the Foundation contributes to raising awareness about hygiene, nutrition, and mental health. The Foundation has developed a range of webinars to promote health and wellbeing and these can be found on YouTube. Goal 5 – Gender equality The Foundation promotes girls' education, directly addressing barriers that prevent girls from accessing and completing school. It advocates for the rights of women and girls, especially in patriarchal or disadvantaged societies. Goal 8 – Decent work and economic growth By improving access to education and vocational training, the Foundation helps create employment opportunities. Educated individuals have better chances of securing decent work. Goal 10 – Reduced inequalities It supports marginalised groups, including children in rural or conflict-affected areas, contributing to reducing global inequalities in education. Goal 16 – Peace, justice and strong institutions Promotes education as a force for peace and conflict resolution. Supports democratic participation and awareness through educational programmes that foster community engagement. Goal 17 – Partnerships for the goals Collaborates with NGOs, unions, schools, and governments to deliver and advocate for education projects. Builds international partnerships to achieve the SDGs through education. Summary While The Steve Sinnott Foundation's primary focus is on Goal 4, it contributes to many of the SDGs by empowering communities through education, particularly: Gender equality (Goal 5), Health (Goal 3), Economic growth (Goal 8), Reducing inequality (Goal 10), Peace (Goal 16), and Partnerships (Goal 17).  The Foundation’s programmes also contribute to the achievement of other SDGs through the power of the provision of education and life-long learning; 1. No Poverty, 2. Zero Hunger, 13. Climate Action. We believe that all of the 17 SDGs are only achievable by ensuring that all children, wherever they are born, deserve the human right of quality education. Over 250 million children are still out of school and the global out-of-school population has reduced by only 1% in nearly ten years, according to the UNESCO Global Education Monitoring Report 2024. There is still much work to do in achieving equitable and quality Education for All.