The power of education

In my last post I alluded to the impact we all make in our daily lives, but it is also clear that some people deliberately choose to leave a definitive positive mark on the world. This often arises from people practicing other-centredness in their daily actions and I feel the Winston Churchill quote below sums up this notion perfectly.


One clear example of this was at an orphanage I visited recently in western Bali, Widhya Asih 5. My partner Jessica Dubois had volunteered there some six years ago and on her return we were warmly met by her old friend and current employee Komang.


In short, Komang was a living inspiration: vivacious, passionate, focussed and, along with the other staff, clearly making a difference to young people in need. Through the orphanage, the teenagers are sponsored to attend school and are assisted into university or employment post-graduation, something that would have been unlikely otherwise. They rely principally on donations.


The good nature and dedication of the teenagers and the tireless work of staff was deeply moving. It is so obvious that supporting these vulnerable teenagers is inherently good work and I was blown away by the energy, patience and positive interactions between staff and students.DSC_0105


We don’t all work in an orphanage or hospital where our impact on lives is so visible or constant. But we do all live in a world filled with possibility, particularly if you are fortunate to have been born in a wealthy country. Of course, it is not just about giving resources where they are needed but about building local capacity. Indeed “voluntourism” may do little for the community if it is only focussed on the volunteer; a thought provoking ABC Radio National looks at this. If you want to contribute to Komang’s work, have a look at the Facebook page and get in touch.

When considering current and future foreign aid models and the dangers of “voluntourism”, I often think of Spark International, an organisation focussed on alleviating poverty. Their model is different as they take the position that local changemakers already exist in impoverished places and have great ideas to take their communities out of poverty. They just need the right type of support to make it happen.

Working towards community-informed solutions is something we have focussed on strongly at Mimili Anangu School, through the school’s relationships with the community and families as well as the professional and personal relationships between the local teachers (Anangu Education Workers) and the non-Anangu teaching staff. Building both Aboriginal and non-Aboriginal staff capacity through developing an effective school culture is a huge priority, just as my capacity has been built by working with the local Anangu community: a crucial part of my work as a school leader.

Mimili Anangu School teaching staff (Term 1 2014):


Teaching, just like social entrepreneurship, is a great way to make a positive impact and I implore anyone thinking about making a difference to become an educator. It’s the young people of today who will one day hold the fate of the world in their hands and teachers are a crucial part of that development. In a US survey of 20,000 teachers, 85% said they became a teacher to “make a difference to the lives of children”. 4% said it was for “the earning potential”, a testament to the motivations of teachers.


In a community, country and world where everyone has their basic needs met, including access to high-quality education, we all become richer. For whatever your positive contribution is and what it will be in the future, humanity thanks you.