Today, I'm going to speak about life-long learning as a concept from the perspective of UNESCO as I represent the institute here at the conference and I will reflect a little bit on the past or historical evolution of the concept of life-long learning within UNESCO and outside UNESCO, but also together with you think about the present concept, how this concept is being used at the global education policy, at the national levels as well but also at the local level. Together, I would like also to think together with you about the future of life-long learning particularly in the context of advanced technologies which are being increasingly used in education and learning organizations as well. So before I start my presentation, I would like to pose a question to all of you and this question is about your own definition of life-long learning. I'd like you to take a few seconds to think about this concept because the theme of this conference is about celebrating life-long learning. How do you define life-long learning? Okay, although I'm a teacher, I would have loved to ask some of their definitions, but I'll pass. So if you want to go back to the historical evolution of the concept of life-long learning, I'm not going to take you to ancient civilizations in China, India, Greece, but I'll start from very recent one from 1970s from UNESCO's perspective. So at UNESCO, one of the foundational texts which we actually refer to and seminal work in the field of life-long learning is the publication by the International Commission on Education, which was commissioned by UNESCO and chaired by FORE, and it's known as a FORE report in 1972, and the title of it is learning to be the world of education today and tomorrow. The publication is one of the key texts in which life-long learning was mentioned, but in a different kind of conceptualization. It was mostly referred to as life-long education. Together with life-long education, the report highlights the importance of developing learning societies and learning throughout life was supposed to actually contribute to all the societies becoming learning and the context in which everyone, irrespective of their age, social status, location, whether it is rural or urban, and many other factors related to social factors as well as individual, should not really limit their opportunity to learn. In other words, learning should not be constrained to the walls of schools, which was oftentimes the case in the 1970s, but it should go beyond the classrooms, beyond the buildings where the learning was supposed to be happening, because learning was already happening in many places, not just in schools. The text also refers to the shift from the concept of education, which was more about provision, the role and responsibility of the government to provide education, to the concept of learning, which was more about the process, which allows the learner to make decisions as well as to give credit to the learner in their own ability to choose educational material, to choose learning pedagogies, as well as learning materials, so that they can develop their capacity and do the capabilities to learn throughout life, but also to act, to make social changes. Emphasis in this text from the lifelong education and the learning society perspective was on human freedom and capacity to act. So it was more about giving, removing authoritarian teaching and pedagogies and enabling more individuals' ability to learn themselves by the help of teachers as facilitators. And the text's entire report was also formulated in the tradition of humanism, and all of these issues which I have highlighted in this report were responses to the issues that were having during that time, at the global level, national, as well as local levels. And a few things I would like to highlight here is that during this time, 1960s and 1970s, there were rise in the student movements, social movements, demanding education to be free of charge, accessible, as well as move away from authoritarian teaching to making it more active learning process. We also know that during this period, majority of the former colonized nations became independent as well. So there was a lot of emphasis on providing education as one of the main means for development and independence of these nations. We also know that during this time, there was a lot of confrontations because of Cold War. There were a lot of wars and conflicts and the entire world was coming out of the Second World War and trying to build as the sense of humanism and multilateralism as well. The second text, we come to 1990s. Same, UNESCO's International Commission on Education. This time chaired by The Law and is known as The Law Report. 1996, it was published. And this text also refers mainly to the text of The Law Report. However, the difference between The Law Report and The Law Report on Conceptualizing Learning was about learning throughout life, but with the focus on four pillars of learning. They are known as learning to be, learning to know, learning to do, and learning to live together. Learning to be was to actually supposed to be developing one's personality to be able to act with growing autonomy, judgment, as well as taking personal responsibilities. Learning to know was about more understand developing understanding, knowledge with the opportunity to work in depth on a small number of subjects. Learning to do was more about not just occupational skills development, but also developing competence to deal with many situations and be able to work in small teams or in different teams. Learning to live together was more about developing and understanding about others and how to live in a society which was becoming more globalized during this period of time. I would like to pose another question, but this time I would like to pose this question so that you can chit chat a little bit with one another. Why is lifelong learning important now? If 1970s, 1990s, there was a focus on learning throughout life for many other reasons at the global level as well as national and local, why is it important now? I'd like you to think for a few seconds, maybe turn to the right and share your thoughts, maybe one fact or two factors, why life should be emphasized now? Knowledge alive, because if it's in books but nobody knows it without reading the book, then knowledge is not alive and also by keeping it alive we can acquire more knowledge. Next slide, thank you. We'll have a lot of time to discuss during coffee break as well, but let's hear some responses. Why do we have to learn or why do we have to emphasize about lifelong learning today and in the future? Thank you. Yes. Yes, thank you. Yes, please. Yes, adapting. Yes, Lauren. Very interesting. Thank you so much for some of the points. Let's see. These are very few global challenges that we face today as global society. We have number one problem is climate crisis, climate change. We are talking about adaptability to kind of technological development, yes, but what about climate change? So lifelong learning is not just for adapting for the technological change, change in the labor market, change in the, let's say our society in terms of citizenship, migration, etc. But it's about also learning how we are going to survive and how we are going to do as humanity and whether we are able to save our planet from destruction. So it's not just about economic or social issues. It's about existential crisis almost. Of course we talked about demographic change. In some parts of the world we have very interesting bifurcation at the moment. We have in some regions we have population growth and fast. We have very young populations in some parts of the world who have no access to education. Forget about lifelong learning, but they don't even have access to basic education. We are talking about basic reading and writing skills, literacy and numeracy. We also have in another part of the world aging societies where the number of older generation is increasing, very few young people. So we have to think about how to operate in those kind of situations than the rest of us. Rise of populism, nationalism and it actually poses threat to democracy, threat to social cohesion in our societies, but also threat to citizenship principles globally. It decreases the role of importance of multilateralism because we don't exist in our silos, in our local community, neighborhood, city or nation state. We are more than globalized now. I mean look at around us. We have all, I mean people from 55 countries representing today at this conference speaking different languages. We also have, of course you know better than I do here, about rapid development in advanced technologies and implication of these on education or for education. What are we going to do with that? Lifelong learning should also respond to such questions. Transformations in the world of work, not just because of technological advancements in workplaces, but it's also about aging societies I spoke about. So we fast forward from 1996 to the current situation where we are facing enormous number of global challenges to the context of SDGs, sustainable development goals, 17 of them. And I would like to highlight that lifelong learning can respond and should be responding to all 17 of them. However explicitly clearly it is mentioned in the SDG4, which states ensure inclusive equitable quality education promote lifelong learning opportunities for all. The difference between this SDG goal from the previous education for all goal is that EFA focus a lot more on universal basic education whereas SDG number four on education focuses includes also lifelong learning for all. So how do we define what lifelong learning is? To understand but also to decide what kind of commitments member states of UNESCO have to make we had ancient declaration which is actually called education 2030 framework fraction. In that the commitments or the goal number four was elaborated further with many targets indicators that will be helping us to monitor the progress whether we are going to achieve this goal or not in the next 15 years. And just now as we are speaking there is a United Nations General Assembly discussing SDGs where are we reflecting on their progress on these SDGs all 17 of them including education. Sad story is that we are not near reaching the SDG goal number four including other goals as well. However let's come back to the definition of lifelong learning. In this framework correction document lifelong learning has been defined as integration of learning and living. So it is about life and it's about life wide and it's about throughout one's journey in this world. So it covers learning activities for all age groups including children young people adults elderly girls and boys women and men and etc. In all wide context life wide context not just schools not just universities not just vocational technical colleges but in families in communities and workplaces libraries museums health centers and many other places where our communities gather together or individuals experience their life in. It also can happen through a variety of modalities the emphasis here is about formal education training but also capturing non-formal education training and informal learning which is a little bit different from the previous education goal of the Millennium Development Goals. Together all of it will should be meeting a wide range of learning needs and demands and they're responding a wide range of purposes and challenges. Before I go to the next one I just want to clarify maybe these three concepts may be new or you have you know but we have it's get definitions here which is international classification on education their terminologies as well. Formal education and non-formal education informal learning the distinction between them are here formal education and training oftentimes institutionalized intentional there's a planning happening usually offered by public organizations but also recognize private sector it has to be recognized formally accredited as qualifications and there is a continuous educational pathway from early childhood until higher education. Non-formal education can be institutionalized can be intentional however oftentimes they're considered to be alternative and complementary to formal education and many of us may be thinking about how technologies are actually revolutionizing learning and the non-formal education informal learning may be more accessible now than it was previously it's actually not any more complementary in the context of COVID-19 they became the main modalities of learning because formal educational institutions closed down during the lockdowns so not necessarily continuous non-formal education can be very short term one week one day few a month qualifications are usually not recognized but currently UNESCO is also working on developing different kind of tools mechanism for recognition validation accreditation of such learning and you may know this language I'm a vocabulary like continuing education mass education lifelong learning alternative non-formal education so that all of them can be used as synonymously as well informal learning is one of the areas which is actually very interesting however very little is known and this is because it is not intentional not deliberate it can happen unknowingly unconsciously someone may be actually acquiring such a knowledge and learning according in family workplace community for many other on many other topics for many other reasons can be also called informal learning it's usually self-directed family directed socially directed I want to go back to the education 2030 framework here now what we can pull out from that document which is the commitment of member states towards achieving SDG goal on education states five core messages first is all people especially those in vulnerable situations should have access to learning opportunities throughout life because we often see this is not happening oftentimes they're limited to basic education in some cases they don't even have that access particularly women indigenous women living in rural areas or remote areas and they're speaking a minority language lifelong learning must be embedded in the education system and requires cross-sectoral collaboration and strong partnerships so education is no longer just the responsibility of minister of education but many other line ministries because lifelong learning is about life-wide learning about learning different topics and themes and questions multiple and flexible learning pathways and entry re-entry points must be provided at all age and all educational levels you know we know all of us that we went through kindergarten school university and there were specific age requirements so education SDG four highlights the importance of multiple and flexible learning pathways for all kinds of learners giving opportunity for them the importance also has been made in terms of linking between formal education non-formal education and it wasn't included here informal learning as well so that outcomes of such learning can be recognized through tools and mechanisms developed as well learning spaces and environments must be widely made available and the great potential of educational technologies should be harnessed now we'll come back a little bit really later to this component of the last one as there are already new developments since it was adopted a long time ago in terms of technology and education very recently we published another international commission on futures of education this time which wasn't about just for today but future oriented one it's called reimagining our futures together a new social contract for education now this international report actually highlights about two things that the education in order to become social transformatory social transformative it needs to equip the learners with all kinds of capabilities and we need to learn for greater social good not just for individual empowerment freedom or action or benefit employment but about greater social good that support that contributes to our society to become better inclusive equitable and sustainable and learning throughout life was an important aspect to it one distinction between the previous two reports and this one is about the shift or suggestion to shift towards from right to education which actually was more about right to basic formal education to the right to learning throughout life according to the discussion at different regional levels demanding the right to lifelong learning not just basic education and training in this context our institute institute for lifelong learning has developed another piece of document in which we highlight about a vision of life and learning for the future and we got this 2050 as a date which is actually goes beyond the sdg timeline and the report was published as a result of discussions from different disciplinary researchers as well as scholars and I highlighted nine important I think it was 10 10 important messages number one is we need to recognize the holistic character of life on learning it's not just lifelong learning as I highlighted that for employment individual empowerment and their health benefits for the individual and the neighbor or family but it's more about learning to live together it's about taking action towards what said the impacts of climate crisis and many other issues and be active as citizens of a democratic society promote disciplinary interest disciplinary research and intersectional collaboration for lifelong learning one of the issues which we continue having is that oftentimes when you talk about life and learning it becomes very much the issue of education however it is not it has to actually capture researchers attention from different disciplines to make it viable option for improving our society at the global level at the national level as well we also need to highlight the reports highlight states the importance of putting vulnerable groups at the core of lifelong learning currently majority of the life on learning policies in around the world emphasize for everyone but when you actually emphasize everyone in your policy priority will be given everywhere on anyone the finance financial means are limited so where do you place the critical part of placing vulnerable groups at the core of lifelong learning policies is that you will have more equitable educational and lifelong learning opportunities and many other things I think you can just look at it repeats to be honest the previous reports but with the focus on lifelong learning is a viable option for creating a new social contract for education and learning so that we can develop better sustainable future of our societies so I spoke a lot about utopian vision UNESCO has been actually criticized a lot about this is you I mean it's a good idea but it's not very pragmatic it's difficult to take actions it will be difficult to actually get these visionary ideas and put it into policy documents how do we do it so our institute has been contributing to the interpretation of the visionary goals of education from UNESCO's international commissions on education reports to make it as a reality through policy practice and initiatives at the global local as well as national levels a couple of things I would like to highlight here is that we do so by developing guidelines for policymakers how to put the concept of lifelong learning from those visionary contexts a reality for a local as well as national levels we do so by developing also capacity building trainings for policymakers and stakeholders civil society at the national local level as well we do so by working on research teaming up with researchers course from around the world and publishing different kind of thought pieces but also case studies exemplary initiatives so that member states and other stakeholders can learn from each other and very recently we also during covid time covid was very good I think in terms of help and making us think out of box we developed our own multi-model platform online platform using Moodle and I mean we are hosting on Moodle platform and Lauren has been helping quite a bit as well on that and we started engaging policymakers on an online platform learning about lifelong learning developing the capacities of course we are also adding hybrid versions because we know that there should be a lot of discussions and learning cannot be done just online and in many parts of the world I mean access to technology is still a problem we work with 193 countries around the world so we develop such online opportunities and the team up with other national level agencies to strengthen capacities at the national local levels and some of the publication you can see here our learning hub capacity building platform is very young it's we have launched it 2021 and actually official launch was this year may and that we are planning to organize more such or online learning for policymakers researchers as well as practitioners and providers and to make it available in multiple languages and I'd like to make a plea here we actually have very limited capacity as a team we have five people only in my entire team and we always look for capacity in terms of developers but also instructional learning designers in other languages Arabic Spanish French Chinese Russian and many other national languages as well because we see increasingly we don't have such capacity we look for such consultants and experts in the field to help us design our trainings so that it is accessible to our members as well very quickly I want to highlight one more example from our institute where we are trying to make a lifelong learning as a reality at the very local level our institute hosts or we are the secretariat of the global network of learning cities we have more than 300 cities from around the world and in which we are trying to understand but also support capacities at the local level at the municipal level on how a city can become a learning city what are the things actually characterizes characterize cities as learning cities you remember we talked about learning society from that concept we are trying to see learning neighborhoods learning cities learning villages etc but this model it has been successfully implemented for 10 years we will be celebrating 10 years here this year and these are the building blocks for a learning city I think if you can use the QR code you will get more information about that in which these 300 learning cities actually are supported by creating their own clusters on different themes and they learn from each other so our institute's role really to create this platform for them for knowledge exchange in terms of policy as well as practice and learning cities also celebrate learning festivals we are different kind of initiatives at the very local level very small scale or large scale are being presented as well some of these initiatives use technologies in education quite successfully as well I would like to highlight another matter here educators in the current context educators role has been changing also they are shifting it has already been conceptualized in 1970s in the foreign report as teachers to be more facilitators of learning rather than the ones who have all the knowledge with themselves technology made knowledge or information available now teacher is no longer a textbook textbook very single textbook in some parts of the world is no longer the authority of knowledge so however we also know educators play a fundamental in promoting tolerance encouraging dialogue improving gender equality advancing different kind of cultural and social values but also contribute largely in the preparation or creating the next generation for our sustainable future but one of the things which we have identified at the institute is that oftentimes when we talk about the educators at the global level there is a lot of emphasis on formal school teachers but lifelong learning is about all sectors for all ages we have to include educators who are working in the early childhood as well as TVET higher education but more importantly those who work in the communities within NGOs civil society organizations as well although we have been talking about educators being having low digital skills lower than they are students oftentimes we also know many of the educators given opportunity and provided training relevant trainings they can become active creators of educational online content and the different kind of learning resources because they know practice well they know their learners they have experience to rely on I think very critical examples emerged during COVID-19 when many teachers started developing their own content across the world sharing with each other using zoom or lesson study groups really learning on the job as we highlight in there one of their publications we had this year last year technology in education report in which we have to think technology is not going should not replace teachers it should be complementary it should be about helping teachers and learners in the process of learning and teaching but not replacing them I think many countries also oftentimes in order to save money in order to come up with different kind of strategies they may deploy they or see in some parts of the world they start deploying already technology technological tools to kind of compensate or to address the issue of teacher shortages we have we have a lot of I mean there's an increased shortage for trained teachers all around the world I mean the Hamburg where I'm coming from they have shortage of teachers as well because their population of students are increasing because of the migration but the teachers are aging as well they're retiring so we have these kind of issues and oftentimes maybe the quick solution policy makers may come up with using technologies for that however again technology cannot cannot replace human touch human interaction in terms of I didn't want to talk about policies around technologies in education but a few things I want to highlight sorry yes I saw one minute yeah here UNESCO is currently working very hard and very also fast I think on developing policies and frameworks on technologies that are being used in education field this includes generative AI as well in we had very recently at the beginning of September digital learning week in which there was a lot of discussion around human centered learning centered design of technologies the importance of technologies being used as a complementary as a support but not replacement of teachers and other teaching staff and personnel and in many the studies of UNESCO has shown also many countries many ministers of education parents learners themselves are not protected from the some of the abuses of technology as well here UNESCO's role is really supporting member states and all the stakeholders to make sure that all the technological developments in education are ethical so by creating ethics in the application of these technologies including especially in generative AI has been highlighted in these policy documents as well it is not to say that we should shy away block use of technologies in education but use it ethically and use it with evidence study evaluate the impact before we start scaling and before we start promoting it as a product to be used in our educational processes I think I will sum up now very quickly if it's few highlights I think one important thing is that we need to adopt the concept of lifelong learning in its entirety as I highlighted already from the beginning and we have to also not forget that you have seen 1972 1996 2020 2021 we are still seeing the evolvement evolution of this concept of lifelong learning we need to keep thinking around that what it is to be a lifelong learner in today's time tomorrow and in the in the next 10 years we need to recognize the value of lifelong learning as a public good oftentimes learning is considered private however we need to understand that learning education should remain as public good it should be accessible affordable it should be even if possible free and it has to respond to variety of challenges not just employment which is oftentimes investment in education is seen as from the perspective of human capital theory only employment training for work by workforce for their market needs it has to be about environmental sustainability it has to respond to citizenship issues and challenges in our countries it has to be about inclusion as well it has to strengthen our capacity to learn but act for so greater social good and as I highlighted again I don't want to repeat again here one of the important thing is that learning is about human interaction self-directed learning is good but it has to add social learning aspect as well because our knowledge our learning experiences enrich is enriched by our interaction with the others and I would like to thank all of you for your attention and thank you so much for this invitation awesome I think for all of us to think about how individually and collectively we can contribute to a model of life long learning across our countries so yeah really awesome presentation everybody we now have some time for questions we have some roving microphones so please perhaps put your hands up if you have a question you'd like to ask and we'll send the microphone over to you hello first of all thank you so much for that presentation I just had one question you mentioned that we are not close to STG goal number four which is about ensuring inclusive and equitable quality education I want to understand that is there a particular reason why we are not close to that goal and if so then what can we do to get nearer to that goal thank you so much for this question yeah unfortunately we are not we are off track because if you look at the indicators when these goals were defined these are very generic goals and the SDG four has if I don't if I'm not mistaken four global indicators four global indicators include learning outcome based for example all children having proficiency basic proficiency the level is also defined already at the global level at particular level have to have numeracy reading skills etc and you know very well that we have children who are out of school still COVID-19 has impacted seriously on the learning of children in all the countries as well we also have increased conflicts disasters we just know I think two weeks ago we had disasters in earthquake in Morocco in Libya we have continued conflict in Afghanistan Syria and many other countries that's why we are off track on all the indicators of education for example what we can do all of us as individuals we are already contributing to some extent making sure that learning is happening whether it is through non-formal informal I think I would encourage you to continue doing that of course in the cases we're very obitiously set let me put it this way and financial resources oftentimes were not also given provided or were not planned through and these contribute also of ambitious I mean our inability to achieve ambitious goals that we have set forward for us but of course I think what else can we do I mean I will be happy to hear more ideas technology can as I said can complement how to improve learning of children adults as well for example one of the indicator of SDG for global indicator is on the functional literacy and numeracy all youth 100% and a substantial percent proportion of adults I mean the substantial proportion can be set by the national nation member states themselves for example it's about developing different kind of tools supporting teachers educators of adult educators in the field in the development of pedagogies using online offline contributing voluntarily to some of the developments for example or creating some social social relevant projects I think these are the actions but most important one as citizens of your countries you need to also raise this issue of investing in education as public good we see in many parts of the world because of these ambitious goals I'm not I'm not suggesting it's bad there is an increased reliance of the governments on private sector which you know that it creates a lot of issues in terms of equality because private sector oftentimes is not free and not affordable yeah we have increased inequality in learning outcomes between poor and rich I hope I responded to your question thank you other questions yes here hello I'm Steve from inclusive education we're a joint venture with Save the Children the INGO um thank you for the QR codes that was fantastic I've got a lot of reading to do in the gem report that you gave us a link for the intro says there are often bitter divisions in how the role of technology is viewed what advice would you have to us as passionate e-learning practitioners we love technology we want to be in supportive consulting roles but often come up against those bitter divisions what advice would you have for us if we're wanting to work in the sector thank you so much I think I wouldn't have the the best advice right away because I think we are still thinking about on the role of education technology on education I mean gem report highlights about this kind of very uneasy position in terms of use of technology over reliance or using technology as a silver bullet for all the challenges to fix and using relying on the tools specific tools to bring changes in the challenges that we are facing I think that's the isolated development of technology without having the general perspective or larger impact I think that's where the issue lies in many countries also we don't have as I stated really good evidence-based impact studies evaluations in some in some cases there are evaluations but they are self evaluations where the external review hasn't been done I think all of this kind of highlights the importance of different kind of stakeholders being involved not just one sector for example leading in the development of technologies in education or using it as an opportunity to sell their products I think that's what that's what has been highlighting as well another issue which gem report also specifies I think is the role of educators themselves in the choice in the you know being more knowledgeable about these tools and you know very well the majority of the time our educators are lagging behind the development education is a sector is lagging behind we are like in the mode of catching up we are not leading the discussions I think that's where there are a lot of issues live because we are coming up with the frameworks and policies a little bit later when there such a technology has been already entering our side our social lives is consultants as practitioners in this field I think always be vigilant about what kind of consequences these advice or your the what is that suggestions recommendations we are making are having on the lives of children on the lives of lunes for the adults or youth as well time for one more question I think Michelle here the problem is that most of the governments are still very swayed or under the pressure of the corporate technologies I think there's a variety of people here if you really want moves towards stg4 which you need to push projects all the open source what is being released in the world but I mean at the bottom of the line bottom line is governments are decreasing in their gdp's in education and it's impacting further and further and this exacerbating I think it was a comment I think thank you so much for highlighting these issues about it about financing education this is where we have a little bit problematic in terms of terminology change from education to learning and I have been reading a little bit about criticism against UNESCO's concept of life and learning was that when we education oftentimes about provision states responsibility to provide basic education free affordably whereas with a shift happened on learning then the responsibility oftentimes shifted to the learner himself or self and then the entire then learning process is commodified it becomes like the any other services as well I think that's where the issue lies many governments do not think investing in education is going to bring change very quickly because investment in education yields are what the results only after a generation so that's why I think most of the time they do not they're not willing to invest as well it's better to invest in building roads than investing in the education of young children who are going to become adults after few several years no thank you wonderful thank you again Rahat we really appreciate you joining me on my global


This is a complete training session that you can do with a partner to improve every area of your game With any training session you have to start with a proper warm-up So I'll show you the dynamic warm-up that we did. I'm just gonna speed through it at super speed But we did your basic soccer football warm-up Focusing on all the lower body muscle groups really getting nice and warm ready to play Next we moved into some speed and agility We did four different sprint variations and when you're doing these sprints I really want to focus on those powerful strides Especially those first three four steps are so important lower body and upper body So when you're doing these sprints focus on going faster and faster every single time One day soccer blueprint to anyone who comments hashtag soccer on this video But nice and tight and focus on staying straight not wobbling me I used to be a huge underachiever, but through obsessive self-improvement. I found my success Earned a college scholarship played for my national futsal team a YouTube channel with over 100 million views I've helped players worldwide and I'd love to help you improve faster and achieve more Became stronger became faster now. It's time to get I'm gonna show you three different drills that we did when you're doing these Focus on yes keeping the ball nice and close, but pushing your speed if you lose the ball every so often That's a good thing. It means you're challenging yourself Crew faster and achieve more this season use the soccer success planner It's 100% free players all around the world have already used it to improve you can download it right now There's a link in the description below After dribbling we moved into passing three different passing drills starting very basic with this two-touch passing Received your first touch must stay in the box Passing to your teammate and must go through his cones so he can keep his first touch in the box You'll see the drills progress next. We'll move into a first touch into space and then some long passing We did some shooting just did two drills first drill with some simple layoff shooting get on that ball Play a little one-two with your teammate get your shot on target switching feet every time Focusing on getting your shots on targets more important that you hit the net then you rip it as hard as you can So focus on that technique and the goals will come you have to receive it with one touch Try to take your touch in different ways So you're focusing on shooting with your left and right foot your first touch Creates everything here. Your first touch is so important So really focus on the quality of that touch get it out of your feet so you can get a good shot on target From moving up divisions to making national teams players who use the online soccer academy get results Access elite level coaching and training become a complete player Make a difference on the field and get noticed when you play limited spots available Apply today start improving tomorrow link in the description below


At Appalachian Wireless, all smartphones are 50-100% off retail pricing for back-to-school. This includes all smartphones, so don't be tardy. Don't miss the bus. Get to Appalachian Wireless today. To your agreement required, exclude outright purchase and advantage plans, while supplies last. The Pharmacy at Tug Valley ARH Regional Medical Center is helping vaccinate faculty and staff at Pike County Schools and administer hepatitis A shots. Each student is required to have a hepe shot before returning back to school. We do flu shots every year and so I just really wanted to see if they were interested. We've had a big turnout and we're really excited about that because we think vaccinations are really important. It's a two-dose vaccine series. Once the second dose is administered, Wright says it's 100% effective. In Kentucky right now, which is really scary, we have more cases of hepatitis A than anybody else in the country and so why not eradicate it by vaccinating the public? Most insurances cover the vaccine without co-pay because it's a part of preventative health care. Over 300 hepatitis A vaccines have been administered at Tug Valley ARH since May. I just really think it's important and let's start at the schools because they're first line with our kids and we just really want to keep the community safe. As of now, Tug Valley ARH Regional Medical Center is currently working with six schools in Pike County and are hoping to reach out to more. In Pike County, Shelby Porter, EKB News.


Hello people today. I'm going to talk about working for a client when not to work for a client I've already I should When it's unethical to work for a client. I don't know Sorry, I'm thinking about what to put as a title because I know I put something like when not to work for a client before But anyway, what is unethical to work for a client? I want to talk about Certain issues that'll that might come up while you're working in fact probably some variation of these issues will come up And things to keep in mind about working for a client and when it might be very unethical I mean, obviously if they're breaking the law or asking you to break the law don't work for them I think I should put that out there. That's unethical immoral and illegal, but There there are other circumstances where things can pop up that maybe you're wondering what to do So I want to help out with that which you know are kind of more likely and the first one So here's the situation that might happen Maybe you work or you know, you're in contact with a translation agency a translation agency context You say hey, could you translate this document? Can you give me a quote and timeframe for you know, whatever document? and you see that the document is You know you translate whatever language it might be let's say Hungarian and you notice that it's a construction company from your same town in Hungary and you're like you start thinking you're like Wait a minute. I could do this for this translation agency based out of London for this company right there Or I could contact them say hey, I'm a translator. I'm right down the road from you guys Do you want me to do your translation for you and?  Why don't I try that? This is a bad idea a very bad idea and Hopefully, you know, even if you think about it, you'll realize that you shouldn't do it But let me go through it just in case and explain why it's a bad idea And then I'll talk about some of the variations that can happen.  So if they sign a contract with an agency The agency signed a contract with you trust me somewhere in that contract It says that you can't go talking around with other people even if they didn't make you sign a contract that company is gonna be mad that their you know information is flying around and Yeah, they're not gonna be happy about that. So it'll backfire. Let me just put it this way.  Sorry. I heard something But anyway, the it's I hope no one's coming to rob my place. No, okay, so but Where was I right? So either way, it's gonna be very bad and you don't want to risk it and So it's always a big no-no do not even if it says right there, you know, whatever construction company and you're like Hey, I know them and you know, I know what company that is don't contact them directly just Deal directly with a translation agency like you would with anything and then that's it Use your knowledge of that area for the translation itself and do a good job Maybe in the future, you know at some point in time when you feel ready and and all that that can be one of the companies You contact but you know, you can contact all the local companies to try to see if you can establish a relationship with them directly By the way, you know, they they probably translate in a couple different languages So they much rather deal with the translation agency than you even if you charge a bit less for your specific translation They don't have time to find people in 10 different languages. They're gonna deal with that agency and that's it So, yeah, it's really not worth it. And here's what here's another scenario 99% of the time That's what's gonna happen. But 1% of the time they might actually Email you and say, okay. Yeah, you do the translation for cheaper. That's better First of all that agency is gonna find out like I said, they have a contract They have a relationship if there's been a breach or if you know, the client all of a sudden says no We found someone else to do it or something like that. They're gonna get suspicious They'll probably figure it out. Like I said, someone at that agency has been talking to someone at that company for years now And yeah, they'll figure it out and or they'll know because they only contacted two different translators to work on this You're one of them and you know, they'll figure out that it was you So it'll still backfire. Even if you get that one job, that's it You won't get any repeat business. Also from that company, you probably won't get any repeat business because you know, when they think about it They'll realize hey, that was pretty backhanded what that guy did. So, you know, they'll think you're a pretty you know, not honest guy or girl or gal and And you'll at some point realize well that company is also not too honest because even if They have a relationship with me or even if they make me sign a contract They probably made that other agency sign a contract and you know, that didn't help the relationship So anyway, it's not a good way to establish anything long-term and if you want to make money in this business It has to be long-term. You need to establish a relationship. I've said this before you have to do it that way So absolutely if this comes across the radar and you think oh, hey, what about what if I do this? What if I do that? Don't do it. That's it Now I want to talk about another situation that might happen Then in fact did happen to me what might happen is that this same agency context you say, hey we need this translated Hungarian English or whatever and Can you help us out and you're and you're like, okay, that sounds good And then you get another email from that company directly to you saying hey Well, we realize you're a translator in our area and we were wondering if you could translate our documents for me this happened to me and So I'll tell you what I did and then and then you can make your own judgment because actually since then I've been wondering if I did the right thing or not I mean I stand by what I did but anyway, we'll see so The the agency contacted me asked me to translate and then you know a bit later like an hour or two later I got an email from that end client for the exact same document to be translated What I ended up doing was I ended up because I had a relationship with that agency I've been working with them for a while and so I emailed them and I was just transparent. I was like I got an email from the end client to work on this And they because I had a set rate with the agency and the client Said they will pay me more than my rate. I don't know what the agency charged them.  You can or not I ended up not working for them because again, you know It just seemed very backhanded and you know kind of bad and all that I'm still working with the agency to this day and we have a great issue. We ended up not doing any translations for that company I think that agency dropped that company as well, but Yeah, and you know, I just I was like if I'm gonna make a mistake Let's make it on the side of transparency.  I'm sort of wondering If it happened again, if I would do the same thing like part of me thinks I just don't even want to you know I'll just tell both parties. Sorry. I'm not available and then not deal with it at all not Entering to part of this whole thing, but I don't know So, I mean if this has happened to you and if you have any advice feel, please let me know I'd be really interested to hear but you know, I just think in any case Obviously, you shouldn't pursue and try to an end client if you already have been the agency But even if the end client contacts you if you already have a relationship with that agency It seems really backhanded to undermine them and go directly to you know, to that end client. So Anyway, that's what I did. I Would suggest that you if you're gonna make a mistake once again make a mistake on the side of transparency Because in the long term, it's always better to do that and it's just it's better for business, too Let's face it in the long term Because you want to establish these relationships, which then you can build your business on rather than trying to make an extra cent here And an extra little bit there, but then be blacklisted and not have repeat business at all So, yeah, hopefully you found that helpful Please like this video if you do because it always helps and don't forget to subscribe if you haven't down at the subscription button somewhere down there and And yeah, I'll see you in the next video. Thanks. Bye


Okay, welcome back. We will continue our study of 2nd Timothy 3. In the first few verses Paul is basically talking about the prophecies regarding the end times.  Things are going to get really bad and he goes on to describe the kind of people that would be there during the end times of the last days.  And, you know, if you look at it actually, you know, it's in a time and age where this is being played out before us globally. So what are the kind of people who would be there during the end times? He lists it out for us in verses 2 to verse 5. He says, men who will be lovers of themselves. Just talking about men also, women here, women and men who will be lovers of themselves, lovers of money, boastful, proud, blasphemers, disobedient to parents, unthankful, unholy, unloving, unforgiving, slanderers without control, brutal despisers of good, traitors, headstrong, hotty, lovers of pleasure rather than lovers of God. So basically we can see all of this kind of being played out before us globally and also in our own city or in our own towns, the places that we come from. You know, it's sad to read some of the things that are happening, you know, in the newspaper. It's very sad and heartbreaking.  They don't even know what they're doing, who they're doing, who they're hurting. It's very, very sad. But in verse five, it's very interesting to see that Paul even mentions, you know, religious people with the rest of the kind of people that he has mentioned who we will see in the last days. So very interesting that he's also talking about religious people here with the rest of the kind of people. And he's saying that these people will, you know, will have a form of religion, which means they have a form of piety. They embrace a form of religion. People who embrace all the nice things about their Christian faith, but they will deny the power of God. Okay. Now, we know the Greek word for power is dunamis, and dunamis is used in the New Testament basically to talk about the power of the Holy Spirit. Yes, talks about the power of the Holy Spirit, about the manifesting of God's power is basically healing, deliverance, you know, miracles and salvation, all the work of the Holy Spirit. And so what Paul is basically saying here that is during the last days, you know, people will have a form of religion. They would just be able to say all the right things, do the right things. They, you know, they even claim to believe all that we believe in, and they will do the right things, but they deny the power of the Holy Spirit. So Paul is telling committee, you know, from such people just stay away, turn away to not be with them. Okay. So Paul is basically telling us an important truth here that, you know, in the last days, even as we are in the last days, it's not just sufficient for us to have a form of religion, to know the truth, to know what is right, to do what is right. You know, it's that's not important, but we need to have that, you know, with the power of the Holy Spirit. We need to press in for the anointing for the move of the Holy Spirit. So if you have a form of religion, but have nothing to do with the power of the Holy Spirit, then it's not going to be of any use. Because the time that we are living in now, you know, teaching and our preaching has to be adjusted with science, miracles and deliverances. That's how people are going to, you know, know what is right and what is wrong. That's how they're going to know that, you know, Jesus is the true and living God. Because if you look at our world today, you know, religion is picked up such great importance, especially just even noticing in our own city, in our own land. Some of these festivals that other religions, you know, celebrate was not done with such great, you know, they did not have such great significance or adherence. So people just had one or two major festivals and that is it. But, you know, the time and age that we're living in, religion and their philosophies have become, has been so much hyped up that people are now, you know, thinking about God, thinking about the rituals, thinking about doing this, doing that and all of those things.  So, you know, we are living in a time like this and it's important that, you know, we pursue more of the power of the Holy Spirit. The more of the dunamis power of the Holy Spirit. So it's not just enough to embrace the form of religion which is void of the power of the Holy Spirit. But it's a time when we need to cry out to God and ask God, God, we want more of your power. You know, we want more of the manifestations of the gifts of the Spirit. We want more manifestation of the power of the Holy Spirit in operation, in demonstration, in and through our lives. Why? Because of the time that we are living in, you know, we desperately need the power of God to work, to be able to, you know, make a difference in the world for people to know who is the true and the living God, and for people to know for themselves that there is power in the name of Jesus. There's, you know, there's healing in the name of Jesus. There is deliverance in the person of Jesus Christ. So, you know, we need to desperately cry out and ask God for more of this, the power of the Holy Spirit, more of the manifestations of the Holy Spirit in operation, in demonstration, in and through our lives that we can make a difference in this world.  And if we are going to deliver people out of the darkness, yes, we need to do the most power of the Holy Spirit. So, you know, it's time for us to all cry out to God and say, God, more of the power, more of the anointing, and also come to that place where we would want to build those vessels of honor and do those, take those steps that require us to be the vessels of honor so that God can pour out his anointing in a greater measure, in a greater way, in and through our lives. Okay. And he goes on to say about, talk about sneaky men and gullible women in verses six and verse seven.   But they like learning, but they don't want to come to the truth. Okay. They like information, you know, but they don't like the transformation.  I don't want to change. Okay. Don't ask me to embrace the truth. Don't ask me to lift the truth. Don't ask me, don't ask God to change me or to transform my life. So he's talking about such kind of men, you know, who want to listen to the latest truth. They're interested in all kind of philosophies, but they don't want the truth to transform them. You know, they just want to listen to the truth as information, but, you know, they don't want to embrace the truth and they don't want to change. So saying such men will go to homes of such women and mess up their families and mess up their homes. And we know that there are such kind of men and such kind of women who willingly accept you and they come as we listen. They listen to the truth. But, you know, they say that they're happy where we are. You know, we're happy doing what we are doing. Don't expect us to change. Don't expect us to be transformed. We just want to engage and enjoy what we have been doing. And then he talks about this men of corrupt minds and he talks about Janus and Jambres who resisted Moses. Okay. So Paul is basically continuing to talk about these men the same time that he's been talking about him versus five and seven as well and was one to five. And so Paul compares these men to Janus and Jambres who resisted Moses and, you know, basically he's referring to the episode or the episode or the narrative in Exodus chapter 7 versus 17 to 13. When God tells Moses to go to Pharaoh and to speak to Pharaoh and to show the miracles by casting, you know, their war down and becoming a serpent.  But Pharaoh is not alarmed by this. He just maybe mockingly laughs at them. And then he calls his vicemen and sorcerers, the magicians of Egypt, who also do the same thing, the same manner with their enchantments. Okay. And we know but, you know, Aaron's rod swallowed up all the other rods. And we know that Pharaoh's heart did grow hard and he did not heed to what God was telling him through Moses and Aaron. So basically, you know, these vicemen are these enchanters, the sorcerers in Pharaoh's palace where Janus and Jambres. Now, in the Old Testament account that we read in Exodus chapter 7 was 17 to 13. These two names are not mentioned. So the question that can arise in our minds is how did we learn about it? Or no, it was Janus and Jambres. So, you know, maybe it was, you know, he received, we know that Paul was well taught in the Torah. He studied under great men. One of them is a manial and he would have received this information from the ancient Jewish literature, which is most likely the case. But also, you know, he's writing under the inspiration of the Holy Spirit. The Holy Spirit would have, you know, revealed this to the Apostle Paul. But whatever is the reason he writes these two names were part of Pharaoh's group where the vicemen, the sorcerers and the magicians. Okay.  So Paul is saying in the last days, you know, there will be people who opposed the truth, just like these magicians of Pharaoh who opposed Moses. And basically their inspiration is coming from the unseen forces of darkness in the heavenly realms coming from demonic forces from evil. And, you know, this is a kind of opposition that the church would face, which Paul already, you know, is mentioned in 1 Timothy chapter 4. Okay. And so he's saying in the last days, this kind of opposition will come against the church, the people of God.  Do you think God was alarmed? Or did God say, oh, what do I do now? You know, or does he change his plans? Does he change his plans? Does he tell Moses to do something else? Or he changes his strategy? He says, okay, Moses, let's forget these, you know, the supernatural works because it's not working. Let's go on to, you know, some other strategy. Let's try debating and arguing and discussing with them. We see that God does not change his plans. The first three miracles that Moses did by the power of God, that is, you know, changing the role of becoming a snake, water turning into blood, frogs coming out of water, even the magicians and the sorcerers in Pharaoh's court or palace were able to do the same thing. But we see that God does not change his strategy. He does not tell Moses, let's try something else. But he, you know, God goes on with his, you know, the supernatural work with more plagues that he pronounces. And we see that, you know, the fourth plague that God sends, the magicians were not able to do the same thing. Okay, what did they say?  God, that means it's the power of God. Exodus chapter eight versus 18 to 19. So what can we learn from this incident that happened in the Old Testament? You know, of Moses encountering these magicians. James and Jefferson, you know, Pharaoh, what lesson can we learn as a New Testament church in the last days that we are living in? So something that we can learn is that, you know, if you and I are going to stand firm, if we are going to make a difference in this world in which we are living, then, you know, we need to stand against these kind of men who will rise up during these last days. And, and hence we see that there is a need for more of the power of the Holy Spirit. Okay. We need more of the power of the unanimous power of the Holy Spirit. It's not time for us to turn back and go away or try to do something else or, you know, engage in arguments and discussions and debates from the word of God. Yes, we need to speak the gospel, the truth from the gospel, but also we need, you know, to press in for more of the power of the Holy Spirit, you know, and tell God that we need more of the power of the Holy Spirit. And this is the only way we can stand up against what is coming against the church in these last days. Okay. So, you know, people can, you know, will do a lot of things through a cult through the powers of darkness, but, you know, they can go ahead and do what they want to do, but we know that they are no match to the power of God, because they will, they can progress to a certain limit, but no further. They will come to a limit where they can exhaust all of their sorcery, their magic, you know, and they will hit the limit. And when, you know, which they can do with just the power of the demonic forces, but, you know, there will be a time when they will encounter the power of God.  So, Paul goes on to say, you know, from such men, you know, be, keep away from them. So, what are the kind of men? Men who resist the truth, men who oppose the truth, fight the truth, men of corrupt minds, men who are evil, you know, with sick minds who are thwarted or twisted in their thinking, in their understanding, men who are disapproved concerning the faith. Their faith is not real. It's false. It's worthless. It's counterfeit. And he's saying such men will progress no further. They won't go too far with what they can do. And such men's foolishness will be exposed. Okay. So, there are two important things that we receive from here, from these verses, is that even as we are in the last days, we need to press in for more of the supernatural power of God, for more cry out for more of the dunamis power of God and not go back, you know, when we don't, when we see others doing the same miracles, you know, coming against us, those people are coming against us doing the same miracles, but we don't move it. But we need to press in for more of God's dunamis power, more of the manifestations of the Holy Spirit being demonstrated and manifested in and through our lives. Okay. And second thing is that we must stand firm in our faith, you know, demonstrating a greater measure of God's power until the foolishness, foolishness of, and the worthlessness of those who oppose the truth are exposed. Okay. So, we keep pressing him, keep going on, you know, we keep asking God for more of his anointing, more of the dunamis, more of the power of the Holy Spirit till we come to a place where those who are trying to do the same science miracles and wonders through the power of the, through the evil power, you know, the power of Satan till that foolishness and their worthlessness is exposed. We keep going on. Okay. So, you know, we, as a church, we need to press in for more of the manifestation of God's power so that his greater power and his greater glory will be manifested and that is what ultimately happened in Egypt, even somebody who's heart hearted like Pharaoh bowed down to the power of God and let the people go. Okay. Any questions before we move on to verses 10 onwards? Okay. No, we'll move on. Verse 10, verse 11, you know, where Paul is telling Timothy that you have, that he has to be careful in following the doctrine, the manner of life, the purpose, the faith, long suffering, love and perseverance. He's saying in verse 10, but you have carefully followed, you know, my doctrine, manner of life, purpose, faith, long suffering, love, perseverance, persecutions, afflictions, which happened to me at Antioch, at Iconium, at Listra, what persecutions I endured and out of them all the Lord delivered me. So, Paul is telling, but he's starting this verse, he's saying, but you, you know, why is he saying but you? Because Paul has just basically described the kind of people that will, you know, kind of threaten the earth in the last days with whom, you know, the church must engage with, with whom the, with Timothy is, you know, must contend with struggle and cope with in his own day.  So he's telling Timothy that, Timothy, you had the privilege of working very closely with me. So, you know, Timothy had the privilege of working with Apostle Paul for close to 18 years. And we see that Paul, you know, treated Timothy as a son in the faith. You know, Paul let Timothy be closely associated with him so that he could see his, the way of his living, the way of his life, various aspects of his life, his ministry, how he does it. And Timothy carefully has observed Paul. He's also had the opportunity to listen to Paul's teaching and the way of life and to see the very purpose why he lives his life. The very purpose of his faith, his love for God, his love for the people of God, his perseverance and how he faced persecutions and hardships again. So why did Paul, you know, allow Timothy to observe his life so closely? Or why do you think Paul allowed people and his co-workers observe his life in ministry so closely? Any idea? Why?  I'll just share my thoughts. So I think the worst part is that he trained himself like an athlete so that... You can hear me? Yeah. In one of the worst parts is that he trained himself like an athlete so that he will never be ashamed. So I think he wanted the people to learn from him. He wanted himself to be the representative of everything that he's teaching. Yeah, that's what I feel like maybe he was confident in... He was not just there to preach, but he was practicing, training himself up in what he's preaching. And so, yeah, basically not just thought the gospel, he lived the gospel so he made them to observe his life. Thank you. Thank you, Jafeera. Anyone else? Because he wanted to train and teach them from his lifestyle? Yes.  Children specifically, who do they observe very closely? Their parents, right? And their parents are very open with their children. But we don't see teachers being so open before their students. We don't see principals being so open before their students. We don't see our bosses being so open and free with their colleagues. But here, we see that, you know, Paul was not just, you know, ministering along with people. He was basically raising up sons and daughters in the faith. He was not raising up servants or ministers, basically of the gospel, but he was raising up, he was treating them as sons and daughters. So when you treat people like sons and daughters, you will raise up sons and daughters. If you treat people as servants, you would raise up servants. You will raise up servants. So, you know, it's important to note here that, you know, he was raising up sons and daughters. So sons and daughters, he was very open before them. He allowed them to look at various aspects of his life in a more deeper, in a very close way. And why was he, you know, why is it important for us to raise up sons and daughters and not servants? You know, because we studied this in the kingdom of God, you know, when we discipline servants, what will happen? When you discipline a servant, what will happen? What will happen if you discipline a servant? It's an easy question. What will happen if you discipline a servant? Any answers? When you discipline a servant, they get angry and upset with you. They'll say they're not coming the next day and they will go and work in another house, okay, in the same street or even the next door.  They'll be upset with you, but they will not leave home, right? Because that is their home. That is their house. They belong there. They come back. They might show their tantrums. They might be upset, but they know that it's their home. That's where they belong and hopefully they will be able to see right from wrong and obey, okay? And we also see that servants work for a reward, but sons and daughters will not get a reward, but they work because they belong. It is their house, okay? Servants receive a reward, but sons and daughters receive an inheritance. They receive the whole property. They receive everything that belongs to their parents, okay? So Paul was raising up not servants because he knew that the work of God had to continue. After he dies, the work of God continues and even Jesus was so mindful, right? In the very beginning Jesus was mindful that he's not going to be living here for eternity. He's going back to the Father, that he has to raise up people and that is why he chose to 12 and he had 12 with him always, everywhere that he went and all of the things that he was doing, even the parables which people could not understand, he explained it to his disciples. And we see the disciples continuing the work after Jesus slept and we see that Paul trained and raised up sons and daughters who were able to continue the good work just like he did after he died. So it's an important lesson that we all learn as people who are older and growing older that we need to, even as we look at our younger generation, new and children, we don't raise up servants but we raise up children, we raise up sons and daughters who will continue and advance the work of the kingdom of God even after we have God. And then he says in verse 12 that an old desire to live a godly life in Christ Jesus will suffer persecution. So here Paul is saying, nobody is exempt from persecution. If you love the Lord, if you desire to live a godly life in Christ Jesus, if you desire to build this kingdom, if you desire to pursue this call, then he's saying that you are not exempt from persecution. But then he says, but evil men in posters will grow worse and worse deceiving and being deceived. So Paul is reiterating the fact that what will happen in the last days and he uses the word imposters which actually is another word is wizards. Wizards are basically, you know, who are wizards, right? People who cast spells and they are, you know, involved with the occult men who are basically energized by demonic power. So they do various things to energize them with themselves with demonic powers, whether it's giving so many human, making so many human sacrifices, drinking human blood or doing various things just to, you know, receive those, be energized by demonic powers and we will see an increase of people involved with the occult with the supernatural magical powers and practices of the demonic, in the demonic world, okay? And these men will be deceived and will also deceive many. So even as we live in a world that is, you know, having these kind of imposters, men who are trying to energize themselves with demonic powers and it is very true, you know how much more as people of God we need to grow stronger and stronger in the truth, in holiness, in purity and also how much more we need to cry out in desire for the greater dunamis to work in and to our lives to be demonstrated in and through our life so that, you know, God's work and the visions of His Kingdom can move further and can overthrow the powers of darkness again. I know some of the parts of the world that you all come from, there's so much of occult, there's so much of black magic and witchcraft and all of that is happening. So, you know, and it's sad to see that people in the church are basically caught up with all of these things and lost in these things but so much more that we as ministers of God, you know, students of the Word of God, how much more we need to cry out and press in for the greater demonstration of the dunamis part of the Holy Spirit so that people can be pulled out from darkness into His marvelous light. And then Paul goes on to tell Timothy to continue in what he has learned. We'll move on to verses 14 and 15. He says, but you must continue in the things which you have learned and be assured of knowing from whom you have learned them and that from childhood you have known the Holy Scriptures which are able to make you wise for salvation through faith which is in Christ Jesus. So, Paul is telling Timothy, continue in the truth because you know from whom you have learned it. So, he's saying you've learned it from you know to the inspiration of the Holy Spirit. You've learned it from me, myself, Paul and also he mentions that he learned it from his grandmother and his own mother and from where he's also learned it from the Holy Scriptures. Timothy has been taught the Scriptures. Remember you know Paul did a good three years of ministry in places where he had this school in the Titus Hall and where he taught and mentored and you know trained all of these people like Titus Timothy, Titicus and you know Philemon and all of those people. So, he's saying you know remember from where you learned you learned it from the Holy Scripture which is the truth of God's word which has been in you again. So, two important lessons that we can learn from here is that you know we have to be people you know who can be trusted in what we say you know speaking the truth of God living the truth of God you know we have to be men and women of credibility you know when our message is credible you know our message is credible when we are living a life that is credible ourselves okay so our message is credible because we are credible and if people you know have to trust what we say they have to trust the way that we are living so they have to trust us and then they can trust what we say okay and also it's important another lesson that we learn here is that we need to establish people in the Holy Scripture and that is what Paul is telling Timothy you know teach the word of God teach the truth of God's word establish people in the truth in God's word and also live such a credible life such a holy life a righteous life so that no one can point a finger at you that's what he tells him in first Timothy you know let no one look down on you because you are young but an example to the believers in life in conduct and in speech he mentions that in first Timothy okay so that is also something that we need to do if people have to listen to us trust what we are saying and we have to be people who are living lives that are you know honoring in God's side and that is credible before God and man okay and then he talks with you know talking about scripture all scripture is you know good for equipping for life and for ministry okay verses 16 and 17 says all scriptures given by the inspiration of God and is profitable for doctrine for reproof for correction for instruction in righteousness that the man of God may be complete thoroughly for every good work so Paul is basically pointing Timothy to the holy scripture and in in that time they had the Old Testament scripture and you know now we have old and the new so we are able to understand we have the complete revelation that is given to us in Jesus Christ and there is nothing more that God needs to reveal because Jesus Christ is a full a perfect sufficient revelation and that God has revealed everything through him and you know so he's basically we have the entirety of scripture with us you know and whole of scripture has been authored by the inspiration and the revelation of the holy by the Holy Spirit so all scriptures inspired by God which means it's God breath and the 40 different authors who wrote it in different time span some of them you know most of them never met each other but we see this unity throughout scripture it's because there was one author and that is the Holy Spirit who inspired the various authors who wrote it and they were moved by the Holy Spirit and they wrote it under the inspiration of the Holy Spirit and that's what we read in 2 Peter chapter 1 verses 20 and 21 2 Peter chapter 1 verses 20 and 21 says knowing this that no prophecy or scripture is of any private interpretation for prophecy never came by the will of man but holy men of God spoke as they were moved by the Holy Spirit so how did scripture come to us how did scripture come to us how did scripture come to us 2 Peter chapter 1 verse 21 20 and 21 how did scripture come to us it did not come by the will of man it did not come by the sense that hey I want to write this I feel led to write this okay but it was written by holy men you know as they were moved by the Holy Spirit yes they wrote it in you know yes they were human they used human language in their cultural setting in their day and time but they were inspired by the Holy Spirit okay so Paul also mentions what this Holy Scripture does for us he says you know the word of God is useful for doctrine which means it's useful for teaching for learning it's useful for the proof means you know it's good to the word of God produces proof evidence conviction it's useful for correction it's it forms them and it transforms them it directifies the mistakes their sin their lies that they're believing it's useful for instruction which means useful for educating people training them nurturing them correcting them it's also useful to make people complete making them perfect and also equipping them getting them ready and getting them well prepared for the challenges for the things for the call of God in their lives okay so you know even as we are believers you know we need to give ourselves to studying meditating the Scriptures using the right tools for interpretation knowing what it is and using it and living by the Scripture not just reading the Scripture not just feeding on it not just interpreting but also living by the Holy Scriptures again so we need to give ourselves to studying and to living by the Holy Scripture and also give ourselves to teaching the truth in of God's word because you know we see how useful God's word is it's useful for doctrine to proof correction instruction to make a person complete making them perfect and equipping them for every good work okay so that is what Scripture does for us and how useful it is okay so that is chapter 3 anyone has any questions any questions any doubts I hope all of you are in class listening not thinking about the First Timothy assessment okay if there are no questions we will end class thank you all for joining class we'll continue with chapter 4 which is the last chapter in Second Timothy and then we'll move on to the book of Titus yeah thank you everyone have a blessed weekend and see you next Friday