Ossiannilsson_UNESCO Reimagine our futures together.pdf

UNESCO REIMAGINE OUR FUTURES
TOGETHER: A NEW SOCIAL CONTRACT FOR EDUCATION
EBBA OSSIANNILSSON, PROFESSOR, DR. SWEDEN
OSSIANNILSSON QUALITY IN OPEN ONLINE LEARNING CONSULTANCY, I4QUALITY
23 APRIL 2024, Samarkand, Uzbekistan
Ossiannilsson_SPHERE TAM UNESCO Reimagine our Futures together 23 April 2024 Samrkand Uzbekistan

AGENDA
UNESCO Initiative, The Futures of Education
Reimagine our Futures Together, A New social
Contract
Well-being at the Core for the New Social
Contract
What is needed?
Conclusion and Q&A
Ossiannilsson_SPHERE TAM UNESCO Reimagine our
Futures together 23 April 2024 Samrkand Uzbekistan

The UNESCO Reimagine the Futures Together initiative encompasses
several key pillars that serve as guiding principles for reshaping education
and fostering global collaboration.
By emphasizing the key pillars, the UNESCO Reimagine the Futures
Together initiative aims to inspire transformative change in education
systems worldwide, promote inclusive and sustainable development, and
empower individuals to shape a better future for themselves and future
generations.

UNESCO Futures of Education: Findings

Nine gradients identified (1)
• Public or private good
• Who pays for education in the future?
• Singular or diverse curricula
• Which perspectives will be included in the curricula of the future?
• Early learning or lifelong learning
• When in life is learning most important
• Personalized learning or collective endeavour
• Should learning be tailored to the needs of individuals or groups?
• Transformation or incremental change
• Is transformational change needed for education?

Nine gradients identified (2)
• Similar or diverse education trajectories
• Will education become more or less similar across countries?
• Top-down or bottom-up change
• Will changes in education be top-down or bottom-up?
• Optimist or pessimistic future
• Are writers optimistic or pessimistic about the future of education?
• Probable or preferred futures
• Are writers more concerned about the future we will get
• or the future we want?

QUESTIONS TO BE ASKED?
• WHY?
• WHAT?
• WHO?
• WHOM?
• WHO?
• WHEN?

Foundational principles
Any new social contract must build on the broad principles that underpin human rights – inclusion
and equity, cooperation, and solidarity, as well as collective responsibility and interconnectedness –
and be governed by the following two foundational principles:
Assuring the right to quality education throughout life. The right to education, as established in
Article 26 of the Universal Declaration of Human Rights, must continue to be the foundation of the
new social contract for education and must be expanded to include the right to quality education
throughout life. It must also encompass the right to information, culture and science – as well as the
right to access and contribute to the knowledge commons, the collective knowledge resources of
humanity that have been accumulated over generations and are continuously transforming.
Strengthening education as a public endeavour and a common good. As a shared societal
endeavour, education builds common purposes and enables individuals and communities to flourish
together. A new social contract for education must not only ensure public funding for education, but
also include a society-wide commitment to include everyone in public discussions about education.
This emphasis on participation is what strengthens education as a common good – a form of shared
well-being that is chosen and achieved together.

Equity and Inclusion: Ensuring equitable access to quality education for all individuals,
regardless of their background, socioeconomic status, gender, ethnicity, or ability. This
pillar emphasizes the importance of addressing disparities and barriers to education,
promoting inclusive learning environments, and ensuring that marginalized and vulnerable
populations have equal opportunities to learn and succeed.
Quality Education: Promoting high-quality education that equips learners with the
knowledge, skills, and competencies needed to thrive in the 21st century. This pillar
emphasizes the importance of curriculum reform, teacher training, educational resources,
and assessment practices that support meaningful learning outcomes and prepare
students for lifelong success.

Lifelong Learning: Recognizing learning as a lifelong process that extends beyond formal
education settings and encompasses both formal and informal learning opportunities.
This pillar emphasizes the importance of fostering a culture of lifelong learning, promoting
continuous skill development, and supporting individuals at all stages of life in acquiring
new knowledge and competencies.
Sustainable Development: Integrating principles of sustainable development into
education systems and practices, with a focus on environmental stewardship, social
responsibility, and economic prosperity. This pillar emphasizes the role of education in
addressing global challenges such as climate change, biodiversity loss, poverty, inequality,
and social injustice, and fostering a more sustainable and resilient future for all.

Technology and Innovation: Harnessing the transformative power of digital technologies and
innovation to enhance teaching and learning, expand access to education, and promote creativity
and collaboration. This pillar emphasizes the importance of leveraging technology to create inclusive
and engaging learning environments, foster digital literacy and skills development, and support
educators in adopting innovative pedagogical practices.
Global Citizenship and Intercultural Dialogue: Fostering global citizenship, intercultural
understanding, and solidarity among learners, educators, and communities worldwide. This pillar
emphasizes the importance of promoting tolerance, empathy, and respect for diversity, facilitating
cross-cultural exchange and dialogue, and empowering individuals to contribute to a more peaceful
and interconnected world.

Partnerships and Collaboration: Strengthening partnerships and
collaboration among governments, international organizations, civil society,
the private sector, and other stakeholders to advance the goals of the
initiative. This pillar emphasizes the importance of collective action,
knowledge sharing, and resource mobilization to address complex
challenges and achieve sustainable impact in education.

A new research
agenda for
education
Safeguarding and
transforming
schools
Teachers and the
teaching
profession
Pedagogies of
solidarity and
cooperation
Curriculum and
the knowledge
commons
Education across
different times
and spaces
Renewed
international
solidarity and
cooperation

Learn to know
your learners
Learner agency
Well being, caring,
and empathy
Green deal
Active citizens
Diversity and
inclusion
Digital
transformation
People,
Processes,
Products and
Resources
PEOPLE FIRST

Conclusions
Recap of Key Points
Importance of Digitalization for Higher Education
Future Trends Challenges and Opportunities

While the UNESCO Reimagine the Futures Together initiative and its
proposed new social contract for education hold promise for
transformative change, several challenges may hinder its successful
implementation.
Addressing these challenges requires sustained commitment, collaborative
action, and innovative approaches to education reform. By overcoming these
obstacles, the UNESCO Reimagine the Futures Together initiative can contribute
to building a more equitable, inclusive, and sustainable future through education.

Political Will and Commitment: Securing political will and commitment from
governments and policymakers to prioritize education reform and invest in its
implementation is crucial. However, competing priorities, budget constraints, and political
instability in some regions may hinder efforts to enact meaningful reforms and allocate
resources to education.
Resource Constraints: Adequate funding and resources are essential for implementing
the proposed reforms and initiatives outlined in the new social contract for education.
However, many countries, particularly those in low-income or conflict-affected areas, face
resource constraints that limit their capacity to invest in education infrastructure, teacher
training, curriculum development, and support services for learners.

Inequality and Marginalization: Addressing inequality and marginalization in education is
a central goal of the new social contract. However, entrenched disparities in access to
education, quality of education, and educational outcomes persist, particularly for
marginalized and vulnerable populations such as girls, children with disabilities, refugees,
and rural communities. Overcoming these inequalities requires targeted interventions,
inclusive policies, and efforts to address root causes of exclusion and discrimination.
Quality and Relevance of Education: Ensuring the quality and relevance of education is
essential for achieving meaningful learning outcomes and preparing learners for the
challenges of the 21st century. However, many education systems struggle to deliver high-
quality education that meets the diverse needs of learners and aligns with evolving societal
demands and labor market requirements. Improving the quality and relevance of
education requires curriculum reform, teacher professional development, and innovative
pedagogical approaches that foster critical thinking, creativity, and lifelong learning skills.

Digital Divide and Technological Access: Harnessing the potential of digital technologies
and innovation in education is a key component of the new social contract. However, the
digital divide remains a significant barrier, with many learners lacking access to reliable
internet connectivity, digital devices, and technology-enabled learning resources. Bridging
the digital divide requires investments in digital infrastructure, teacher training in digital
literacy, and initiatives to ensure equitable access to technology for all learners.
Cultural and Linguistic Diversity: Promoting cultural and linguistic diversity in education
is essential for fostering inclusive and respectful learning environments. However,
language barriers, cultural biases, and monocultural curriculum frameworks may limit the
inclusion of diverse perspectives and hinder efforts to promote intercultural understanding
and dialogue. Embracing cultural and linguistic diversity in education requires curriculum
diversification, support for multilingual education, and efforts to promote intercultural
competence among learners and educators.

Global Coordination and Collaboration: Achieving the goals of the new
social contract for education requires global coordination and
collaboration among governments, international organizations, civil society,
the private sector, and other stakeholders. However, achieving consensus
on priorities, coordinating efforts across diverse stakeholders, and
mobilizing collective action on a global scale pose significant challenges.
Strengthening partnerships and collaboration mechanisms is essential for
maximizing impact and ensuring sustainable progress in education reform
efforts.

References, as in special document for suggested readings

My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4quality.se
CARING is SHARING, SHARING is CARING
THANK YOU

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