Education futures: To be or not to be? Prof Colin Power AM University of Queensland Director, Eidos Institute Ex Deputy Director-General UNESCO Guest Seminar University of Auckland 10 th 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: E xponential 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: L ocus 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 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 World (>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 (ctd) Supra-National Bodies Respect internat treaties, organizations Strengthen internat laws & powers, UN Caring & Humane World Capacity to counter injustices Community interdependence

Required Human Attributes > 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 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 Development 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 – 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: 5 Sub Themes: Caring for for 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 Resources S tories, books, documents from the Pacific on each theme and sub-theme Part 4: Annexes Websites, 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 Peace Commission 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