Our organization is focused on fulfilling the promise of education for development, improving econom But it leaves behind the majority of humanity.
The fate of any developing country can now be changed from persistent underdevelopment or from the “middle income trap” to accelerated growth and prosperity with the Implicit Curriculum of Higher education, and its companion philosophy, the Inclusive Theory of Growth. The Western-style economic model is the predominant model in our world. The only practical means to systematically address this pro
blem is with higher education, which is widely promoted as the “great equalizer.” However, while higher education imparts technical skills, it clearly does not impart managerial skills. Underdevelopment persists in developing countries solely because of the dire shortage of effective managerial talent. Yet, these countries now have legions of college graduates who are unemployed or grossly underemployed because the managerial leadership needed to start industry, grow those that already exist, or to maximize the productive use of available skills and resources is lacking. Sure, we can self-deceive that globalization industries led by Western and Chinese expatriates or by the diaspora of developed countries count as development. But the failure of such efforts to spread in the economy with local, indigenous managerial leadership exposes such growth as limited and shallow modernization. This type of growth leaves the majority in poverty and a lucky few in the “middle income trap.” Developing countries appear condemned to underdevelopment and its symptoms no matter how much higher education their people receive. Human Rethink has done the heavy lifting and this impasse is now broken. We have discovered the Implicit Curriculum. The Implicit Curriculum ensures that every graduate of higher education in a developing country will autonomously perform managerial tasks as effectively as expatriates that currently do so in their midst and as well as their peers in developed countries. The extent, breadth, and rigor of our curriculum, in conjunction with existing higher education infrastructures, guarantee this outcome. And with the Inclusive Theory of Change, we have unwound the thicket of issues that obscure and distort the problem of persistent underdevelopment, explaining along the way the reason why developed countries are developed in the first place.
