UNESCO Bangkok’s work at developing education for the future and also the post 2015 agenda
UNESCO Bangkok, in the role since the Asia-Pacific Regional Agency for Education, commenced work to stimulate region-wide reflections and consultation services on the future associated with education and also the post-2015 agenda. This process continues to be undertaken via, amongst others, organization of the series of local dialogues, networking associated with regional education and investigation institutions, conducting and also facilitation of analytical work.
A first regional high-level professional meeting on the future of education, ‘Towards EFA 2015 and also Beyond – Shaping a new Vision associated with Education’ (Bangkok, Might 2012), was arranged with the support from the Korean National Percentage for UNESCO and also the regional UNICEF workplaces. This meeting was the starting point for further work in this region in the area, to be pursued jointly by all partners and also stakeholders. A primary finding highlighted the fact that learning needs to be one of the areas associated with emphasis in shaping future education goals and techniques.
Another high-level expert conference on the future associated with education ‘Beyond 2015 – Rethinking Studying in a Changing World’ was organized in Bangkok on twenty six – 28 November 2012. The meeting discussed cutting-edge insights on listening to advice from the perspectives associated with educationalists, learning scientists and economists and also learning requirements for the future. It developed recommendations on possible responses to these requirements and what may be needed to develop effective learning techniques from a life-long studying perspective, and see of the post-2015 agenda.
Important Considerations for the Improvement the Article 2015 Agenda
Schooling – a catalyst with regard to development
Over the past decade, the Asia-Pacific area has become a substantial economic and political drive, characterized by an amazing progress in improved access across all amounts of education, quick and dynamic economic development, wider social development achievements, and an increasingly outward-looking politics environment. A good correlation involving the quality of education provided across a number of countries and also enhanced economic growth continues to be demonstrated. Regardless of these positive accomplishments, however , societies are increasingly divided in terms of the submission of opportunities with regard to “relevant” education, earnings and standard of living. Schooling inequalities in particular lead to economic and interpersonal inequalities. These realities require a appropriate model of individual development, one seen as a increased concentrate on social participation and also equity and one which considers carefully the truly amazing richness and variety of the Asia-Pacific area.
Ramifications of development trends with regard to education
Within the context of quick economic development and social change, it is critical that education systems adapt to a variety of potential issues. Indeed, exactly what sorts of educational reactions are required to deal with demographic shifts like rapidly ageing populations, youth bulges and also growing migrant populations? Just how should education policies ideal address increasing environmental destruction, and the expanding prevalence of earthquakes? Just how can education help make certain the appropriate balance involving the preservation of local and local identifies and also the clear advantages of globalization? And also, given the ubiquitous spread of information conversation, what does this mean to be ‘literate’ in the 21 saint Century and how can education systems harness the benefits of technology with regard to enhanced learning? It is critical that any kind of post-2015 agenda for education take careful consideration of such important developments.
Schooling For everyone (EFA) – an unfinished agenda
Whilst education is central to many Asia-Pacific countries’ development approaches and noticeable accomplishments have been made in the context associated with EFA, significant issues remain. You will find vast disparities between and within countries since concerns access to education, equity and quality of education and resulting amounts of learning accomplishment. People from war-torn zones, remote control communities, cultural minorities and women and also girls still face problems accessing education in addition to large numbers of out-of school children. Despite substantial progress to improve youth and adult literacy, the region still provides the largest number of illiterate adults with any region in the world. The actual post-2015 agenda for education should take into account that attaining EFA remains a key, yet incomplete agenda for basic education in the area, requiring strengthened efforts in order to meet its goals.
Above current EFA Goals and also MDGs
As the continued importance of the EFA goals has been acknowledged, future orientations with regard to education require a extending of the EFA agenda in response to current development trends and requirements of the Asia-Pacific area. An increasing number of nations in the region reach middle-income or even high-income status and are also faced with education issues beyond the EFA and MDG agendas. These include quality of education, collateral, teachers, vocational and skills development and also higher education, that ought to become aspects of emphasis and feature prominently one of the education goals and also strategies of any future post-2015 development agendas.
A renewed focus on quality instruction
There exists a growing problem in the region regarding quality of instruction results. Success or failure in attaining education for all hinges critically not just upon countries providing access to education or delivering more years of education; the ultimate determine lies in what children learn and the quality of their education encounter. Empirical studies offer robust evidence that quality education contributes to economic growth and that studying, rather than education, has a direct impact on growth and development. For an important section of the region’s populace, however , education systems fall far short of these expectations. Poor quality in education is jeopardizing the future of millions of young adults. In framing education for the future, attempts to expand enrolment whatsoever levels must be accompanied by guidelines to enhance educational quality at all amounts, in formal and non-formal configurations. Quality of instruction will therefore be one of the key aspects of focus with regard to UNESCO in the development of education for the future and also the post 2015 agenda.
Exactly what knowledge, skills and also competencies for the future?
Schooling systems for the future should teach learners to be revolutionary, able to adjust to and assimilate change and be able to carry on learning. Teenagers require a brand new set of skills to be competent in the connected and constantly changing world including critical considering, problem solving, collaboration, communication and technologies literacy. Furthermore, education for the future needs to go beyond academics achievements and cognitive skills to include non-cognitive skills and competencies, and also education for social combination, creativity, and also social and emotional development. For doing so, a new and enhanced conceptualization of learning is required, using a life-long and also life-wide learning method. These considerations are usually critical in the development of an article 2015 education agenda, and should also be taken into account for broader development agenda submit 2015.
Schooling in the submit 2015 agenda
Schooling is at the basis of development while offering the possibility for individuals everywhere not only to acquire information, skills and expertise, but also to produce new opportunities in order to improve their lives. Whether or not in pursuit of creating new technologies, improved agriculture, stopping HIV/AIDs, the establishment of smaller businesses, improved government, the protection from the environment, the expression of local lifestyle or rehabilitation after conflict – instruction can be an essential condition of progress. Schooling enables individuals and communities to take greater control over the circumstances of the lives and also to shape, instead of merely endure, the change which affects them. Given the fundamental role which education plays in attaining much broader development goals, there has to be both an education-specific development agenda above 2015 and explicit education goals in all development agendas. In a nutshell, education should be given popularity in the development of the post 2015 agenda.
For further information please contact Margarete Sachs-Israel [m.sachs-israel(at)unesco.org], Group Leader, Education and also Foresight Program, Education Plan and Reform Unit
Written by Margarete Sachs-Israel [m.sachs-israel(at)unesco.org] and Kar Put up Antony Tam [kh.tam(at)unesco.org]#@@#@!!
• Schooling Above 2015
• Above 2015 – Rethinking Studying in a Changing Entire world
• In the direction of EFA 2015 and Above – Shaping a brand new Vision for Schooling