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

Empowering Student Voices: Young Ambassadors Champion Inclusive Education for All

By Ann Beatty • October 13, 2025
In our continued commitment to ensuring quality and inclusive education for every child, we’ve taken our advocacy to a new level by empowering the next generation to lead the conversation. In partnership with The Gambia Teachers Union, we recently convened the Foundation’s Young Ambassadors for a vibrant day of engagement dedicated to promoting the right to education for all. The event brought together passionate students from selected senior secondary schools across Region One, including St. John’s School for the Deaf, to explore what it truly means to make education inclusive, equitable, and accessible to every learner. 

Seeds of Hope 2025: Young People Planting Peace and Sustainability Around the World

By Ann Beatty • October 3, 2025
The Steve Sinnott Foundation is proud to celebrate the inspirational winners of the 2025 Seeds of Hope for a Better Future competition, a global initiative supported by UNESCO that brings together creativity, community, and a shared commitment to peace and sustainability. This unique project invited schools across the world from nursery and primary through to secondary and high school to explore the values of peace, cultural understanding, and care for the planet. In the face of climate change, young people were asked to tell their stories through art, performance, and digital creativity, highlighting how small seeds of action can grow into powerful movements for hope. The results have been extraordinary. Schools in France, the UK, Gambia, Haiti, and Kenya have been recognised for their outstanding contributions, with projects ranging from community gardens and sculptures to dance performances and illustrated stories. Each winner has shown how young voices and imagination can nurture peace and sustainability in ways that inspire us all. The full Awards Ceremony can be watched linked here: S eeds of Hope For A Better Future Awards Ceremony 2025 Highlights from the Winners Oak View Primary and Nursery School (UK) created Faces of Feeling, a collection of joyful sculptures already exhibited in a local gallery. Judges praised their work as supporting the wellbeing of others and embodying the idea of children as true “Seeds of Hope.” St Joseph’s Senior Secondary School (Gambia) painted Campaign for a Sustainable Banjul , reflecting real-world climate action in their city. The judges described it as “a most deserving and robust winner.” In France , the Jardin d'Enfants des Nations Unies (United Nations Nursery School) won hearts with Wind of Peace , where 5-6 year olds combined drawings, paintings, and tree planting to champion reforestation. Lyng Hall Secondary School, Coventry (UK) collaborated with Henley Green Primary and the UK Literacy Association to produce The Heart Shaped Hole – an innovative and metaphorical take on Seeds of Hope. Earlsdon Primary School, Coventry (UK) impressed with Primary Plot , a project that included gardening with the visually impaired, reflecting inclusivity and sustainability. A remarkable cross-collaboration between 21 schools across West Yorkshire, Essex, and Tower Hamlets (UK) resulted in Lights, Camera, Score , an ambitious combination of animation, music, and storytelling. CIMA Community School of Hope, Haiti shared Konbit - a video of dance and solidarity, inspiring villages to work together for peace and dignity. Daraja Academy, Kenya presented an ambitious and optimistic project integrating sustainability into everyday school life. Celebrating Creativity and Peace This year’s competition was judged by an impressive panel of artists, writers, and cultural leaders including Sir Antony Gormley, Edmund de Waal, Dame Liz Forgan, Hugh Quarshie, and Rathna Ramanathan. Their collective expertise highlighted the quality and depth of the entries, each of which showed how art can be a powerful tool for global understanding and change. The Seeds of Hope initiative is part of UNESCO UK’s Arts and Culture for Peace programme, first launched in 2022. It has grown from earlier collaborations such as the Coventry Young Ambassadors’ Islands of Peace Japanese Garden , opened in 2021 a living reminder that seeds planted in communities can continue to flourish. Highlights from the ceremony can be found here at this playlist Looking Ahead As Ann Beatty, UNESCO ASPnet UK National Coordinator , shared: “The quality of entries was extraordinary. We are delighted at the response to this amazing initiative in collaboration with our international partners.” And in the words of judge Jannette Cheong : “Young people around the world understand well the value of peace and tolerant relationships between cultures. Their creativity is an inspiration to all of us.” At The Steve Sinnott Foundation, we believe that education is the seed from which hope grows. The Seeds of Hope competition is a shining example of how young people through creativity, compassion, and collaboration are already shaping a more peaceful and sustainable future. You can access the full online awards presentation here: Seeds of Hope For A Better Future Awards Ceremony 2025

Teachers Advance in Guidance and Counselling Training in The Gambia

By Ann Beatty • August 18, 2025
The journey to strengthen the well-being and success of learners in The Gambia continues with a renewed commitment to guidance and counselling in schools. By August 14th 2025, we have successfully trained 140 educators across 𝐑𝐞𝐠𝐢𝐨𝐧𝐬 𝟏, 𝟐, 𝟑 & 𝟒 under our Guidance & Counselling Programme. A programme designed to equip educators with the skills to support students’ academic, social, and emotional development. Region 3 Teachers Complete Level 2 Training On Wednesday, 6th August, thirty teachers from Region 3 (North Bank Region) began a three-day Level 2 Guidance and Counselling training at the Christian Council in Kanifing. This programme built on their earlier Level 1 training in Farafenni, with a focus on deepening their capacity to serve as school-based counsellors. The training concluded with a certificate presentation ceremony, recognising the teachers’ commitment and marking an important step in their professional development. These certificates symbolize more than an achievement; they represent each teacher’s readiness to provide psychosocial support, guidance, and mentorship to learners across their schools.