Repairing our broken relationship with the planet means radically rethinking how we understand the process of education and formation, argues Timothy D. Ireland
Grand international conferences such as CONFINTEA provide
an opportunity for the international community to weigh up what has and has not
been achieved in the previous decade or more and, on that basis, to agree to
new signposts and guidelines for the coming years. CONFINTEA VII will perhaps
go down in history as the conference which took place at one of the most
delicate and critical moments in recent history, since the beginning of the
series in 1949. While the sanitary crisis caused by COVID-19 has gained more
space in the press, the unravelling crisis which refuses to go away is that of
climate change and global warming. At times like this, education is generally
indicated as part of the solution. In 2022, there is a feeling that education
is no longer part of the solution but a major part of the problem: more of the
same will only deepen the crisis and aggravate our problems.
Over the last decades, we have seen what Paul Stanistreet calls the ‘depoliticization of education and the grim instrumentalism of neoliberal conceptions of its purpose and value’, in which the focus of education has no longer been that of preparing people for life but only for the world of work. In a similar vein, José Mujica, the former president of Uruguay, describes the process as that of transforming people into consumers and not into citizens, despite the ongoing discussion on global citizenship. The crux of the question is the relationship between the human and natural worlds, or between humanity and other forms of life. For the Brazilian Indigenous leader and philosopher Ailton Krenak, ‘Everything is nature. The cosmos is nature. Everything that I can think of is nature’. The world into which Indigenous people have resisted being incorporated is a world which has converted nature into ‘resources’ to be exploited in such a way that the market becomes ‘everything that is outside/beyond us’. Krenak returns to one of the concepts to which we have delegated the power of attempting to reduce human aggressions on the planet – sustainable development – which he describes as ‘a myth invented by the major corporations to justify the assault which they penetrate on our idea of nature’. The COVID-19 pandemic is not an externality but an organism of the planet, a virus, which has launched an attack on ‘the form of unsustainable life which we have adopted by our free choice’: a living example perhaps of what the English poet Tennyson called ‘Nature, red in tooth and claw’. We have developed a style of life which has become divorced from the living organism – Earth – characterized by its attempts to suppress diversity and to deny the plurality of forms of life, existence and habits. Continue reading →
The UNESCO World Conference on Education for Sustainable Development is an opportunity to create a culture of sustainable living. But it will only be successful if we find better ways to support and strengthen adult learning and education for sustainable development, argues Christiana Nikolitsa-Winter
World Conference on Education for Sustainable Development takes place from 17
to 19 May 2021. While education at all levels has experienced unprecedented
interruption due to the COVID-19 pandemic, the impact on adult learning and
education (ALE) has been little considered, certainly when compared to schools
and universities. While the pandemic has highlighted the importance of ALE in
coping with and emerging from the crisis, it has also deprived adults around
the world of access to education, and presented providers with difficult challenges in maintaining their learning
offers, with a particularly, and by now depressingly familiar, negative impact on the poorest and least-advantaged.
It is important that we reflect on this and consider, in particular, the key
role of ALE in sustainable development and how we can foster it. I would like
to reflect briefly on the role of ALE in education for sustainable development
(ESD) and in building bridges to a future that is safe, fair, inclusive and
development begins with education. Agenda
21, adopted at the United Nations Conference on Environment and Development in 1992 in Rio
de Janeiro, recognized the critical role that education plays in the transition to sustainable
development. Education is an essential tool in making individuals aware of the issue
of sustainability and providing them with related skills, while encouraging them
to take actions and find solutions to the local and global challenges we face. In
addition, education for sustainable development and citizenship education are
strongly linked. Yet, although the question of sustainability has risen to the
top of policy agendas worldwide, policy action is limited, particularly in
adult learning and education. Continue reading →
The COVID-19 pandemic could come to be seen either as an important turning point for humanity or a huge missed opportunity, a landmark in the decline of human civilization. The choice, in the end, is ours, writes Paul Stanistreet.
As the 51st
World Economic Forum (WEF) meets virtually to discuss
rebuilding trust, making ‘crucial’ choices and reforming systems in the context
of the agenda WEF founder Klaus Schwab describes as the ‘great reset’, it is
clear that we are living through times of profound change and challenge, in some
respects unprecedented in human history.
And whether you
welcome this for reasons of social justice and the promotion of equity and
equality, or see as it a threat to entrenched systems of advantage that must be
carefully, and, if necessary, coercively, managed, it is clear that the
COVID-19 pandemic has created a rare moment in the human story when we have an
opportunity to read the map, change direction and do things differently. Continue reading →
The COVID-19 pandemic has hit the least advantaged the hardest and highlights the harsh reality of educational inequality. As we look to rebuild, we must ensure that the global literacy challenge is finally and decisively met, writes Princess Laurentien of the Netherlands, UNESCO Special Envoy on Literacy for Development.
COVID-19 has disrupted education worldwide in an unprecedented way.
Millions of students have not been able to continue learning in schools,
universities, vocational training institutions and adult learning programmes. Many
governments responded to the pressing need to provide school children with
learning possibilities via online and distance learning. Virtual lessons were
adopted, home learning materials distributed and education provided through TV
and radio or in open air spaces. These efforts were essential and undeniably
very challenging for many governments, teachers and students alike as it
demanded a reshuffling not only of delivery mechanisms but also of roles and responsibilities.
The crisis also shows us, with a frightening clarity, what consequences a
lack of basic literacy skills can have. Some 773 million youth and adults globally
lack basic levels of literacy and numeracy, two-thirds of them female. Most of
these youth and adults face multiple disadvantages. They are often unable to
acquire decent jobs, suffer from hunger and bad health, cannot make informed
choices, and are excluded from social interaction and full participation in
society. Continue reading →
As we mark International Youth Day, David Atchoarena reflects on the challenge of ‘transforming education’ for young people and on how we can gear their leaning not only to employment but also to sustainable development
‘Transforming education’ is the theme of International Youth Day 2019, celebrated on 15 July. The focus is on making education more inclusive and accessible for all youth, in particular young women and young people from disadvantaged groups. Taking place within the framework of Sustainable Development Goal (SDG) 4 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’, the theme chosen for this year’s International Youth Day goes beyond the usual meaning of education to embrace a vision of learning throughout life, so that youth can fully take part in a lifelong journey for sustainable development.
there are variations between countries and between different categories of
young people, work continues to constitute an important dimension in the way in
which young people see their future. However, beyond their individual
situation, young people also increasingly express a concern for the future of
the planet. This is reflected in their attitude and participation in society,
as citizens and as workers. The meaning of work and its contribution to a
sustainable path are important considerations in the way in which youth see
employment. Hence, the debate about youth skills is not only about skills for
work and life, it is about skills for sustainability and social participation. Continue reading →
The SDG Global Festival of Action shows exactly why lifelong learning matters to the SDG agenda, argues Paul Stanistreet
As young people around the world raise their voices to call for action on
climate change, the Sustainable
Development Goal (SDG) Global Festival of Action seems especially timely.
This important annual event, which is taking
place in Bonn, Germany, is intended to bring together and galvanize campaigners
on the SDGs to redouble their efforts, forge new partnerships and, above all,
take action to support the global movement for sustainability. The festival
encourages leaders from governments, local authorities, international
organizations and civil society to work closely with activists, youth
advocates, the creative industry and the private sector in scaling up their
efforts to make a difference to this critical agenda.
The event sends an important message: unless
people are prepared to take action themselves – to campaign, lobby, make changes
in their own lives and in their communities, and hold their governments to
account for the promises they have made, and do so in a coordinated, coherent
way – we will not achieve the SDGs. Continue reading →
Lifelong learning has a key role to play not only in achieving SDG 4 on education but also in creating a climate in which progressive change is possible, writes Paul Stanistreet
Last week, the Comparative International
Education Society (CIES) convened in San Francisco for its annual conference,
which this year focused on ‘Education for Sustainability’.
Jeffrey Sachs, the economist, UN adviser and
sustainability advocate, gave the keynote lecture. He demanded urgent action to
address the challenges of sustainability and specifically to deliver on the 2030
Agenda for Sustainable Development targets for education. Without a major
change of pace or direction, he warned, the targets for Sustainable Development
Goal (SDG) 4 would not be met.
Sachs is right to urge educators to ‘raise
their voices’ and’ fight harder for resources’. However, the contribution of
education to the sustainable development agenda will not be realized simply by raising
more taxes from the very wealthy or by demanding or securing more funding for
schools, important though this is. We need to think too about the role of
education in shifting the cultural and intellectual climate to a place where political
will can be moved and meaningful change in the face of powerful, entrenched
interests is possible. Continue reading →
Malak Zaalouk, Chair of UIL’s Governing Board, explains why lifelong learning is at the heart of the UN’s 2030 Agenda for Sustainable Development – and why it should be central to the plans and policies of nation states
Sustainable Development Goal (SDG) 4 puts lifelong learning at the heart of the global education policy-making agenda by enjoining Member States to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.
This is already important recognition. However, we have yet to fully realize the potential contribution of lifelong learning either to SDG 4 or to the wider 2030 Agenda for Sustainable Development. This demands the development of inter-sectoral solutions to challenges such as social exclusion, poverty, climate change, mass migration and technological transformation.. Continue reading →
To coincide with International Mother Language Day, UIL’s journal, IRE, is celebrating the resilience of the world’s Indigenous peoples and the contribution of Indigenous knowledge to sustainability. Its editor, Stephen Roche, explains
Today, 21 February, UNESCO and its global partners celebrate International Mother Language Day, this year on the theme of ‘Indigenous languages matter for development, peace building and reconciliation’. I am very proud to announce that, to coincide with International Mother Language Day, the International Review of Education – Journal of Lifelong Learning (IRE) will publish a special issue on ‘Indigenous knowledges as vital contributions to sustainability’.
This issue began to take shape in late 2016, when I approached Miye Tom – a Native scholar from the United States who had recently published with us – with the suggestion that she put together a proposal for a special issue on Indigenous education and knowledge. Together with two highly qualified and motivated scholars, Elizabeth Sumida Huaman and Teresa McCarty, she suggested that we not only make the special issue about Indigenous knowledge, but also approach Indigenous authors to write it. Continue reading →
Qiongzhuoma Heimbel explains how family and intergenerational literacy and learning programmes can improve literacy rates around the world
Despite a rise in literacy rates in the last quarter of a century, more than 781 million adults around the world still lack basic reading and writing skills. Low levels of literacy prevent people from securing decent work and improving their lives. The 2014 United Nations General Assembly resolution, Literacy for life: Shaping future agendas, reaffirmed literacy as ‘a foundation for lifelong learning, a building block for achieving human rights and fundamental freedoms, and a driver of sustainable development’. In response, Member States began promoting more basic adult literacy programmes, especially for disadvantaged groups.
Quite often, the motivation for the adult learners who take part in these programmes is to improve their literacy skills in order to support their children’s learning. These adults, many of whom have never been to school or dropped out, understand that literacy can lead to a better life for their children. However, despite a desire to see their children progress at school, many parents who see themselves as ‘uneducated’ or ‘illiterate’ are reluctant to take part in learning programmes. Continue reading →