What are our primary challenges, and how are they connected to education?
The world faces several crises, including social and economic inequality, climate change, biodiversity loss, exceeding planetary boundaries, democratic backsliding, and technological automation. These challenges have resulted in the violation of human rights and harm to life on Earth. While education systems have provided opportunities for many, ensuring everyone has access to high-quality learning opportunities is necessary.
We must rethink and improve the education system to address these pressing issues. Our pursuit of growth has hurt the environment, putting our existence at risk. Although living standards have improved, inequalities continue to exist. Public engagement is increasing; however, civil society and democracy are deteriorating in many areas. The rapid technological changes are not adequately addressing issues of equity, inclusion, and democratic participation. Therefore, we must reimagine education to address these pressing issues.
Proposals for Renewing Education.
To promote a culture of collaboration, mutual support, and teamwork, it is recommended that teaching methods prioritize lessons led by educators that emphasize individual achievements. The current approach to curriculum design, which often compartmentalizes subjects, may benefit from restructuring that prioritizes interdisciplinary and intercultural learning and environmental awareness. The perception of teaching as an individual endeavour should give way to understanding it as a collective enterprise constantly evolving in terms of its professional standards.
Given their pivotal role in society, safeguarding educational institutions is paramount. Nevertheless, it may be prudent to avoid enforcing a uniform approach and explore inventive and diverse ways to revamp their structure. This could encompass modifying aspects such as design, physical spaces, schedules, and student groupings.
It is essential to recognize that education is not limited to specific institutions or age groups. Our society should embrace the goal of providing educational opportunities for all individuals, regardless of their background or location. Higher education institutions must collaborate with other organizations to establish a new educational-social agreement to achieve this. This includes fostering scientific progress and supporting other educational programs within their local and global communities. By demonstrating creativity, innovation, and a steadfast commitment to education as a public good, universities can significantly contribute to a sustainable education future.
Alternative interventions that can be considered to tackle the disruptive changes taking place?
As we look towards the future, numerous potential outcomes could unfold. At present, we have observed a decline in democratic governance on a global scale while identity-based populist movements have been on the rise. Nevertheless, it is worth noting that there has also been a surge in active citizen participation and activism, which is serving to combat discrimination and injustice worldwide.
Despite the potential benefits that digital technologies offer, we have yet to realize them fully. With the rise of Artificial Intelligence, automation, and structural changes, developing work that places humans at the center have become increasingly challenging. Simultaneously, there is a growing recognition of the significance of care work, and many individuals and communities are exploring different methods to ensure economic stability.
The emerging changes in the education system are of great significance. The challenges currently encountered in education are rooted in the system’s structure that fails to promote peaceful and equitable societies, a sustainable planet, and shared progress that benefits all. To facilitate change, it is imperative to establish a new educational and social agreement that promotes collaboration among stakeholders and the community while also reimagining the learning process.
Towards more equitable educational futures
There have been inconsistencies in the progress of education over the past 50 years, with significant disparities in access, participation, and outcomes resulting from past exclusions and oppressions. To achieve sustainable futures in education, addressing these inequalities and re-evaluating the assumptions and arrangements that led to them is essential. It is crucial to recognize that gender equality is not only a goal but a prerequisite for ensuring a sustainable future in education.
It may be beneficial to approach the issue from two angles to understand the status of education and explore potential avenues for improvement. Firstly, we can investigate education indicators over the past 30-50 years, considering various factors such as geography, income, age, gender, and more. Secondly, we can engage in a qualitative dialogue regarding education trends, emphasising equity, quality, and the ability of education to adapt to significant disruptions, including conflict and migration.
It’s important to note that long-term statistical trends only tell part of the story, as they are shaped by what can be measured and what cannot. Over the past fifty years, progress in education has been inconsistent. Today, there are still significant gaps in access, participation, and outcomes stems from past exclusions and oppressions. To achieve sustainable educational futures, we must correct these inequalities and question the assumptions and arrangements that led to them. Gender equality, for instance, is not only a goal but also a prerequisite for ensuring a sustainable future in education.
To gain a deeper understanding of our current education system and its potential for further development, it is essential to examine it from two distinct perspectives. Firstly, we can analyze educational statistics over the past few decades, considering location, income, gender, and age. This approach will provide us with a more comprehensive view of the situation. Secondly, we can delve into education trends, emphasising fairness, quality, and how education can effectively address significant challenges such as conflict and migration. This method will enable us to appreciate the current state of education and identify ways to continue enhancing it.
It is crucial to remember that long-term statistical trends provide only a partial view, as they affect what can and cannot be measured. When considering the bigger picture, these statistics offer valuable insights into potential areas for progress and upcoming trends. Nonetheless, there are concerns regarding unequal and insufficient growth in education.
Despite education’s significant progress as a fundamental human right, only some have equal access to it. In 1948, at the establishment of the Universal Declaration of Human Rights, the world had a population of 2.4 billion, with only 45% of people having received an education. Today, with a population of 8 billion, over 95% of people have had some form of schooling.
It is highly commendable that the global primary school enrolment rate in 2020 exceeded 90%, while the attendance rate of lower-secondary and upper-secondary students was 85% and 65% respectively. This positive trend has significantly reduced the number of children and adolescents not currently enrolled in school.
Notably, the proportion of children not attending primary school decreased from over 25% in 1970 to under 10% today, indicating remarkable progress, particularly for girls, who accounted for nearly two-thirds of children not attending school in 1990.
The existing disparity in access, participation, and outcomes can be traced back to the discrimination and marginalization of the past.
The COVID-19 pandemic temporarily closed educational institutions, impacting over 1.6 billion students worldwide. While some schools have resumed operations, many students, particularly those from underserved and disadvantaged communities, have yet to return. This situation has further worsened the existing disparities in educational opportunities. Given the ongoing societal changes and disruptions, it is imperative to establish a new social contract for education that effectively addresses current inequalities. This will allow for the creation of a sustainable, inclusive, and socially just future.
Recently, considerable efforts have been made to ensure a more equitable and fair education system. While work remains to be done in the lowest-income countries and sub-Saharan Africa, there has been a significant increase in pre-primary education participation across all regions and income groups since 2000. From a mere 15% in 1970, global participation rates have now crossed 60% in 2019.
As we progress towards 2050, participation rates are anticipated to converge further, with near-universal pre-primary participation in higher and middle-income countries. Furthermore, gender disparities have been reduced, and there is now gender parity or near-parity in pre-primary school participation. This is a positive indication for future gender parity in primary education as pre-primary cohorts progress into primary school, better equipped for academic success.
It is noteworthy that the availability of education opportunities has positively impacted literacy rates across all nations, irrespective of their level of development, from 1990 to 2020. It is pleasing to observe that, in lower-middle-income and middle-income countries, the literacy rates for young people have now reached the same level as those in upper-middle-income countries, surpassing 90%.
It is worth noting that over the past three decades, there has been a marked improvement in female youth literacy rates across all nations. This has reduced the gender gap, with gender parity in youth literacy rates now being observed in upper-income and middle-income countries. In other areas, the gender gap is gradually closing in on parity. This is a positive development that bodes well for the prospects of achieving universal adult literacy as these young people grow into adulthood.
It is evident that over the last five decades, there has been a remarkable surge in higher education involvement worldwide. Back in 1970, a meagre 10% of youths and adults took part in higher education. However, at present, the number has increased to about 40%. Furthermore, there has been a significant rise in female participation in higher education over the same time frame.
In the past, higher education was predominantly pursued by men. However, since the 1990s, there has been significant progress towards gender parity, with female participation increasing faster than their male counterparts. This trend is widely observed in countries across all income groups, except for low-income countries. Similarly, the trend is observed in all regions except for sub-Saharan Africa, where female participation rates are at 7%, compared to male participation rates of 10%.
According to available data from the year 1970 onwards, it is projected that nations with higher incomes may achieve a full participation rate of 100% by the year 2034. On the other hand, countries with middle incomes may attain a participation rate between 60% to 80% by 2050. However, countries with lower-middle incomes are expected to reach a participation rate of only 35% by 2050, while those with low incomes may achieve less than 15%. Despite the progress made in expanding educational opportunities, it is evident that access to high-quality education still needs to be completed and unequal.
It is important to note that a significant number of 15-year-olds in schools in middle and upper-income countries need help understanding texts beyond basic levels. This trend is worrisome, given the increasingly complex demands for civic and economic engagement today. Similarly, it is concerning that basic literacy skills need to be improved among approximately one in every four young people in lower-income countries. Compounding this issue is that an estimated 250 million children worldwide have no access to primary education. Cross-national studies have also highlighted gaps in civic literacy, global competency, and socio-emotional skills, which are essential for meaningful civic and economic participation.
The current state of secondary education is a matter of great concern. Despite the goals set for providing free, fair, and high-quality primary and secondary education to all by the year 2030, a significant number of adolescents and young people in low-income countries still need access to secondary education. The differences between high and low-income countries are quite substantial. While nearly all adolescents in high-income countries (98%) have enrolled in lower secondary education, a considerable percentage of adolescents in low-income countries (40% of girls and 34% of boys) still need to enrol in lower secondary education.
The educational completion rates of students have brought to light the challenges in the quality and relevance of educational provision. Notably, there are significant disparities in upper secondary education participation, with low-income countries having fewer than 35% of girls and 45% of boys enrolled, compared to over 90% of boys and girls in high-income countries. Globally, there is still work to be done as over one in four lower secondary level students and over two in upper secondary level students are yet to complete their study cycle. The fact that almost 60% of high school students in lower-middle-income countries and almost 90% in low-income countries leave school before completing the secondary process is worrisome as it results in a significant loss of youth potential and talent. We must take the necessary steps to ensure all students have access to quality education.
Several factors contribute to students leaving school prematurely. These include materials that may not be perceived as relevant, a lack of attention paid to the social needs of female students, economic difficulties faced by less fortunate backgrounds, cultural insensitivity, and inadequate teaching techniques that fail to address the realities of young people. Several factors contribute to students leaving school prematurely. These include materials that may not be perceived as relevant, a lack of attention paid to the social needs of female students, economic difficulties faced by less fortunate backgrounds, cultural insensitivity, and inadequate teaching techniques that fail to address the realities of young people.
Inadequate instruction can be a significant cause of students dropping out of school. Teachers have a crucial role in ensuring the quality of education, and they need to receive recognition, preparation, support, resources, autonomy, and opportunities for continuous development. With the right support, teachers can provide effective, culturally relevant, and equitable learning opportunities for their students. It is crucial to professionalize teaching to help students develop the skills needed for civic and economic participation. This can be achieved by selecting talented candidates, providing high-quality initial preparation, supporting them in the first years of teaching, and offering continuous professional development while creating a collaborative environment for professionalism. Educational institutions should strive to become learning organizations with teacher career ladders that acknowledge and reward increasing expertise in teaching or administration. The voices of teachers must be heard in shaping the future of the profession and education.
Facilitating a seamless connection between various components necessitates the cooperation of leaders. Nevertheless, certain cultural norms may impede the professional growth of educators. For example, teacher appointments could be influenced by factors other than the students’ welfare, such as political favouritism. Additionally, some teacher education programs may be prioritized for monetary gain by the institutions that oversee them. These career structures may need to recognize teachers’ substantial impact on their student’s academic progress.
There is room for improvement in the standards of practice and teacher preparation institutions, especially compared to other professions requiring similar levels of preparation and work. Additionally, the expectations placed on teachers to fulfil their responsibilities can sometimes need to be revised to value their professional status.
