The Curriculum of the Educational Program

The content of the permanent study framework for unemployed that were “hired” to study in it will be as follows:

• Personal finance, allowing dignified living within the means that the grant provides. Because imbalance of the family budget is a global phenomenon, the antidote is to adopt a routine that will allow people to lead a life of dignity, according to one’s financial possibilities. Such courses already exist and have proven themselves successful.

• Studying life skills under conditions of uncertainty, such as maintaining family integrity, parenthood, mental soundness, and improving social skills. The student will also acquire tools to assist one’s functioning in the proximate economic surroundings, emphasizing the ramifications of the crisis on one’s personal life, social environment, and the values by which one lives.

• Each person will have to understand that in the global world, all of us—ordinary people, policy makers, and tycoons—are in the same boat. Teachings will include explanations of the reasons for the global crisis, its impact on our lives, understanding the interconnections and the irreversible interdependence among individuals, firms, and countries in the entire international system, and the changes incumbent upon us in terms of human relations—the way we communicate, cooperate, and function on the daily level.

• Acquiring the necessary social skills for a stable and peaceful life in the global and interconnected world: social solidarity, consideration of others and of the environment, balanced consumption and so forth. This part of the course will also include an explanation of the necessary transformation in social and economic frameworks of business entities, work places, education systems, and family life. The educational, informational framework will lay down the basis for an internal change. This will be followed by people transforming human relations and internalizing the extent to which reality has become global and integral. The transformation will include a shift from relations based on competition, individualism, egoism, and maximizing personal benefit, to the kind of relations necessary for mutual dependence among all parts of the system—cooperation, mutual concern, consideration of others’ needs, balanced consumption, and mutual guarantee.

• Qualifying students of the educational framework as instructors for newcomers into the framework.

All content will be taught through social activities, simulations, group work, games, and multimedia content. The learning will not be the traditional teacher-class frontal approach.