{"id":14878,"date":"2022-01-14T14:31:33","date_gmt":"2022-01-14T14:31:33","guid":{"rendered":"https:\/\/impulseducacio.org\/?p=14878"},"modified":"2023-03-02T11:18:17","modified_gmt":"2023-03-02T11:18:17","slug":"challenges-of-quality-education-in-a-global-and-inclusive-world","status":"publish","type":"post","link":"https:\/\/impulseducacio.org\/en\/challenges-of-quality-education-in-a-global-and-inclusive-world\/","title":{"rendered":"Challenges of quality education in a global and inclusive world"},"content":{"rendered":"

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Challenges of quality education in a global and inclusive world<\/span><\/h1><\/h1><\/div>
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14 January 2022<\/p>\n<\/div>

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Education systems must be adapted to the needs of a changing world<\/h2><\/h2><\/div>

By Ana Moreno<\/p>\n<\/div>

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It is common knowledge that to help starving people, it is more effective to \u2018teach them to fish than to give them fish\u2019. Director Chiwetel Ejiofor tells the true story of William Kamkwamba in his film released in 2019, The boy who harnessed the wind<\/a><\/em><\/span>. This 13-year-old teenager saved his village from starvation by building a windmill in 2001. William, who had been expelled from school because his parents could not afford it, decided to study on his own and learn from the technology books in his school library. There he discovered how to make a windmill from an old bicycle and some parts from a scrapped tractor.<\/p>\n

Once again, reality overcame fiction. From that moment on, the drought no longer caused hunger to his people. This work of homemade creative engineering now guarantees food for its inhabitants, promoting the wellbeing and progress of the whole region. Ingenuity, curiosity, persistence and the struggle for survival make William investigate and learn by himself until he solves the problem of his village: he does so innovatively.<\/p>\n

Since the industrial era, the world has gone through successive technological revolutions, which in turn have caused significant economic and social progress. Each advance has led to an improvement in the quality of life of the world\u2019s population to the point where, according to World Bank data, 75% of people were outside the poverty line in 2017. Before the Covid-19 global pandemic, the data suggested that the number of people living in extreme poverty could be reduced to 3% by 2030. However, the unexpected irruption of coronavirus has caused a turning point in the curve. After 20 years of continuous improvement, the trend is now downwards, dashing hopes of reaching the target set by the UN\u2019s 2030 agenda of sustainable development goals<\/span><\/a>. (UN, 2015).<\/p>\n<\/div>

Since the industrial era, the world has gone through successive technological revolutions, which have caused significant economic and social progress<\/strong><\/h6>\n<\/div>
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In the technological and uncertain world of the first quarter of the 21st<\/sup> century, change occurs at a rapid pace, with no respite for survival in the traditional way, where processes, practices and customs are maintained. But poverty and disease are not the only challenges that threaten the people of this changing age. The rapid deterioration of the planet, the ongoing conflicts, social injustices and natural disasters are spreading everywhere and surprise us cyclically. In 2015, UNESCO published the document Rethinking Education: Towards a Global Common Good<\/span><\/a><\/em>, in which it proposes a change of direction in the approach to quality education:<\/p>\n

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Go beyond literacy and numeracy and focus on learning environments and new approaches to learning that lead to greater justice, social equity and global solidarity. Education must be about learning to live on a planet under pressure. It must be about acquiring essential competencies in culture, based on respect and equal dignity, helping to forge the social, economic and environmental dimensions of sustainable development. This is a humanistic vision of education as an essential common good. <\/em>(Irina Bokova Director- General of UNESCO)<\/p>\n<\/blockquote>\n<\/div>

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Education must be about learning to live on a planet under pressure<\/h6>\n<\/div>
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In William\u2019s case, education made the difference between starvation and prosperous life for the whole community. It is a clear example of how a humanistic vision of education means focusing on people so that all can develop holistically and participate fully in society.<\/p>\n

The education of citizens is one of the main determinants of a society\u2019s prosperity. Evidence shows that people with low skills levels are severely limited in accessing better paid and more meaningful jobs. In his book First Class, How to build a quality school for the 21st century<\/em>, Andreas Schleicher (2018) says that a growth model based on human potential can generate a more dynamic economy and a more inclusive society, as talent is much more evenly distributed than opportunities and economic capital. The goal, he says, should be to achieve high levels of achievement for all students.<\/p>\n<\/div>

The goal, he says, should be to achieve high levels of achievement for all students<\/h6>\n<\/div>
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Preparing students to respond to present and future needs<\/h3>\n

In the late 1990s, the OECD<\/a><\/span> created PISA<\/a><\/span> (Programme for International Student Assessment), with the idea of applying the rigour of scientific research to education policy. The main objective was to help schools and policymakers to improve the quality of education, to effectively prepare students for the present and the future. In December 2001, the first results shattered all expectations and created a great debate. Countries that had thought they were at the top of the quality of education were performing poorly, while more modest nations were astonished by the level of their students. Since then, the tests have been improved and adjusted to the needs created by an ever-changing world.<\/p>\n

According to OECD studies and recommendations from different international organisations (Vogut and Roblin, 2012) on key competences for the 21st century, PISA has been incorporating new competences in recent years:<\/p>\n