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Education futures: To be or Education futures: To be or not to be?not to be?
Prof Colin Power AM University of Queensland Director, Eidos Institute Ex Deputy Director-General
UNESCO
Guest Seminar
University of Auckland
10th October, 2011
Predicting the Future
Analyse global trends and extrapolate ie. suffer the slings and arrows, or
Work towards a preferred future ie. take up arms against a sea of troubles
International Trends (1)
Environment– climate change, water, food, energy, biodiversity & a sea of troubles
Demographic – growth in developing, aging in developed
Population movement-urbanization, migration, indigenous & minority cultures threatened
International Trends (2)
Economic roller-coaster: globalisation
Increasing inequity & poverty within & between countries
Changing labour market: increased P-T casual work, unemployment & exploitation
International Trends (3) Learning society & ICT:
Exponential growth of knowledge & technology
Internationalisation of sec & higher ed; intense competition
Ed policy driven by ideology of the market; ed a private interest not a common good
Changing socio-cultural & political context: Locus of power shifting to Asia
Market ideology – rich & powerful dominate, private interests & security issues dominate
Social contract severed social ills and societies disintegrate
Possible Options in Education Environmental Challenges
Shifting Populations
Economy & Labour Market-roller-coaster
Learning society, ICT and advances in knowledge
Political changes
Ed for sustainable development vs ed for consumerism
Reforms re learning to live together, unity in diversity, human rights vs quality private ed for wealthy, underfunded for masses
Cut public funding for general ed & push vocational vs collaborate to promote ed for sustainable development, balanced ed & training throughout life
Ed for a global community, learning throughout life, IT bridge gaps vs invest in science and technology ed & research only
Ed for the “national interest” & control vs ed & research for our common future
Educating for Tomorrow’s Educating for Tomorrow’s World? World?
A predicted future versus a preferred future? Preferred futures- the WEF Study, Delors Report and
Caring in the Pacific, Civil Paths to Peace (a future built on universally agreed ethical principles & values e.g. UN Conventions)
WEF study – data from 183 thinkers, 36 countries on: * a preferred & achievable future world * attributes needed to create such a world * curriculum and pedagogical implications
Priorities for Future WorldPriorities for Future World(>80% Essential, Highly Desirable)(>80% Essential, Highly Desirable)
Meet Basic Needs (food, water, health &
education for all) Global Security, Peace Global action on problems
(human rights, poverty, drugs, oppression, torture, terrorism, conflicts, corruption, arms & people trafficking etc.)
Social Justice Respect, human dignity, equity
& justice for marginalized, vulnerable groups, minorities, indigenous. women
Participatory Democracy Informed participation,
democratic institutions Bio & Cultural Diversity Policy & ICT to enhance
diversity, minority rights Sustainability of Earth Recognize fragile planet & our
responsibility Sustainable development &
ecological ethics, cultural diversity, respect & dignity
Priorities for Future World Priorities for Future World (ctd)(ctd)
Supra-National Bodies Respect internat treaties,
organizations Strengthen internat laws &
powers, UN Caring & Humane
World Capacity to counter
injustices Community
interdependence
Required Human AttributesRequired Human Attributes > 70% individuals with values, action competencies> 70% individuals with values, action competencies
Supportive-collaborative relationships with others
Committed to universal values– honesty, tolerance
Take moral responsibility for their actions
Concern for minorities, marginalized, children
Tolerant of diversity Committed to human rights &
social justice Respect rights, views of
others
Reject violent conflict as a way of resolving conflicts
Resolve conflicts thru negotiation, mediation etc
Responsibility for earth’s resources & habitats
Committed to creating a sustainable planet
Engaged in poverty alleviation, ensuring equity, countering corruption etc.
Basic Education for AllBasic Education for All EFA - a human right, ed as a
common good, ed not a private privilege
71m no schooling; 759m illiterates; poor quality = functional illiteracy, drop-out, indoctrination
A global as well as a national responsibility – universities as key players in promoting international understanding & solidarity
Essential conditions for human development – family & school & community – caring & safety
Education for Sustainable Education for Sustainable DevelopmentDevelopment
Integrating ESD into curriculum
Conditions for success Committed, expert
teachers & community Confront own values
& others Solvable community-
based problems
Making ethically defensible decisions
Dealing w complexity Empowerment as
restoration of one’s value, capability, identity
What can I know,do,hope? Search for identity,
meaning as basis for action & inclusive well-being
UNESCO International Commission UNESCO International Commission – Learning the Treasure Within– Learning the Treasure Within
Education – the necessary Utopia – learning throughout life as major means to foster more harmonious & sustainable development and to reduce poverty, exclusion, ignorance & conflict
Directions - from local community to a world society, social cohesion to democratic participation, economic growth to human development
Learning throughout life - an imperative for democracy & sustainable development
The Four Pillars of Education- learning to know, to do, to live together, to do
Directions – From basic ed to university Teachers – quality, art & science
Choices: the political factor - choices in ed means choice of society; public good vs self-interest; innovation, IT; autonomy; economics
International co-operation globalisation, from exploitation & aid to partnerships, global challenges
Caring in the Pacific:Caring in the Pacific:
5 Sub Themes: Caring forfor myself
for family
for community
for country
for the Pacific
Four Themes: Cultural Heritage; Values; Environment; Rights & Responsibilities
Part 2: Activities e.g.Who am I? What do I care about? Where do I live? What are my rights and responsibilities?What is our Pacific heritage? What are our values? What are the threats to our Pacific? Who makes decisions?
Part 3: Teaching ResourcesStories, books, documents from the Pacific on each theme and sub-theme
Part 4: AnnexesWebsites, contact information, documents, Decade for Sustainable development; Declaration of human rights, conflict resolution, Convention on Rights of the Child; UN declaration on Rights of Indigenous Peoples…
Civil Paths to PeaceCommission on Respect and Understanding
Ed = respect & cohesion – or exclusion? Inequality in participation = marginalization Ed must be inclusive & compensate for injustice Extend compulsory schooling upwards, downwards,
sideways (rural) Path to peace & security = non-sectarian education to
expand understanding, respect & cohesion Content & activities focus on basic learning needs of all-
knowledge, skills, natural & cultural heritage, rights & responsibilities, values
Ed and research on non-violent resolution of conflicts, intercultural & interfaith understanding, democracy
Balanced national & world history + critical thinking + participation, parliaments
• Chapter 7, Sen Report
CONCLUSION To work, democracies need universit8ies to be
the engines of sustainable development, defenders of basic rights & freedoms, strong independent, constructive critical voices
Mission must be to contribute to sustainable development and improvement of society as a whole” by “educating highly qualified graduates and responsible citizens able to met the needs of all sectors of society” - who combine “competence with virtue”
Fighting for one’s university in not enough, we need solidarity - “partnerships based on common interest, mutual respect and credibility” to protect core values and functions of higher education and close gaps between research, policy and practice
Uni need to take the lead in developing a new consensus about what is in the common good, the responsibilities of govt and the role of education