2. Education and the Search for Meaning: Many public education systems across the globe fail to put any explicit focus upon a learner's need to develop a healthy sense of MPIS. Instead the focus is on achievement and performance against other education systems. In the developing countries and areas such as the Middle East, Africa, and parts of rural Asia, education (particularly for women) is sometimes basic and, for many, non-existent. Cultural pressures deprive women and some children the opportunity of receiving an adequate education. This may mean that many learners are deprived of educational opportunity and are therefore restricted/limited in their opportunity to develop a mature and healthy sense of MPIS. The consequences are serious, and multi-faceted. E.g., restricted access to education is one of the factors that can underlie extremism and crime.

Some reasons why this is the case are that (a) key players do not always want to prioritize or focus on a student's sense of meaning and purpose and their sense of identity and spirituality. Performance, technology, teachers, buildings, money are seen as more important; (b) in sharp contrast to competency and performance measures, there is too little focus and too few meaningful measures in education to monitor and assess an individual learner's sense of MPIS; (c) inequality in both access and outcomes; and (d) political leaders who make policy do not show an interest in focusing on and prioritizing MPIS in their policies and agendas - they prefer to focus on employable skills and technical competencies-i.e., on progress which can be measured and trumpeted.