Kris Khaira

From Wikipedia – Education in Nicaragua:

By 1984 the Sandinista government had approximately doubled the proportion of GNP spent on preuniversity education, the number of primary and secondary school teachers, the number of schools, and the total number of students enrolled at all levels of the education system.

At the college level, enrollment jumped from 11,142 students in 1978 to 38,570 in 1985. The Sandinistas also reshaped the system of higher education: reordering curricular priorities, closing down redundant institutions and programs and establishing new ones, and increasing lower-class access to higher education. Influenced by Cuban models, the new curricula were oriented toward development needs. Agriculture, medicine, education, and technology grew at the expense of law, the humanities, and the social sciences.

From Malaysia Today:

In the past, when teachers/civil rights leaders ran Umno, the party flourished with ethics. School teachers, whether in Vietnam, Algeria, Ghana, South Africa, Tanzania, Nicaragua or El Salvador have been altruistic individuals who subvert totalitarianism during independence movements. A teacher’s das capital is “cultural continuation”, not “wealth accumulation”.

Teacher narratives documenting the Kirby-Brinsford era in British Malaya illustrate the fascinating commitment to Malayan radical multiculturalism of the movement against colonial rule. Teachers of all races hold ethics, intellectualism, and humility close to their hearts, in their struggle against foreign domination. Racial and religious tolerance were at a better level then – until the creation of the New Economic Policy and the discovery of its lucrative dimensions.

When technocrats and businessmen ran the party, the illusion of harmony was created – behind it was the charting of future ruins. In the future the party might no longer exist. It is running its course. Nothing lasts forever – not even the earth and sky, a Hopi Indian chief would tell us.