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