Mostrando artículos por etiqueta: education
People are using the future to search for better ways to achieve sustainability, inclusiveness, prosperity, well-being and peace. In addition, the way the future is understood and used is changing in almost all domains, from social science to daily life.This book presents the results of significant research undertaken by UNESCO with a number of partners to detect and define the theory and practice of anticipa-tion around the world today. It uses the concept of ‘Futures Literacy’ as a tool to define the understanding of anticipatory systems and processes – also known as the Discipline of Anticipation. This innovative title explores:•new topics such as Futures Literacy and the Discipline of Anticipation;•the evidence collected from over 30 Futures Literacy Laboratories and presented in 14 full case studies;•the need and opportunity for significant innovation in human decision-making systems.This book will be of great interest to scholars, researchers, policy-makers and stu-dents, as well as activists working on sustainability issues and innovation, future studies and anticipation studies
- Dirección URL https://unesdoc.unesco.org/ark:/48223/pf0000264644
- Autor Riel Miller
- Año de publicacion 2018
IIndia has undertaken some of the largest education initiatives in the world, providing hundreds of thousands of schools for India’s vast student population of c.280 million under the age of 14 and 600 million under the age of 25. India’s gross school enrolment ratio has now reached over 95%. However, while quantitatively India is inching closer to universal education, the levels of quality, particularly in its government run school system, remain a cause for concern. After a 15 year gap, India has embarked on a review of its National Education Policy and Curriculum Framework. It is expected that the review will revisit many of the intentions of the 2005 review, which were not implemented.
The purpose of the paper is to reflect on the extent to which India’s Draft Education Policy 2019 policy intentions are in line with international education reform recommendations, as outlined in ‘The Learning Generation: Investing in education for a changing world’ report (2015) produced by the International Commission on Financing Global Education Opportunity.
The paper reflects on some of the particular challenges that India faces in addressing the impact of poverty and non‐education factors on the quality of learning in India’s schools and the potential role of educational technology. The reflections seek to spark discussion about the scope of the draft policy and its implementation challenges.
- Dirección URL https://unesdoc.unesco.org/ark:/48223/pf0000373079?posInSet=13&queryId=9304a95c-e277-47df-81ec-a1fbc9019057
- Autor Gallagher, Saxena
- Año de publicacion 2020
This publication is a contribution to this role, in particular through the Futures of Educationinitiative that aims to generate an agenda for global debate and action on the futures of education, learning and knowledge in a world of increasing complexity, uncertainty and precarity. Acknowledging that all voices must be heard in order to shape and transform education, the initiative is based on a broad and open process of engagement involving a range of stakeholders at global, regional and local levels.
- Dirección URL https://unesdoc.unesco.org/notice?id=p%3A%3Ausmarcdef_0000372577&posInSet=20&queryId=5b7ebc08-df88-4193-ae47-43bd2f4c52ab
- Autor UNESCO Education Sector
- Año de publicacion 2020
4th global report on adult learning and education: leave no one behind: participation, equity and inclusion
the educational challenges we face are complex. They include the rise of inequalities, demographic change and climate change. More seriously, the world is also changing drastically and quickly. If we do not adapt and enhance adults’ skills, they will be left behind. This challenge is at the heart of UNESCO’s global mandate, as reflected in the Education 2030 Framework for Action for the implementation of Sustainable Development Goal 4. Adult learning and education (ALE), as UNESCO’s Global Report on Adult Learning and Education (GRALE) very clearly shows, has a crucial role to play in achieving this goal.While participation in ALE has increased overall since 2015, rates vary considerably and progress has been uneven. I am pleased to note the increased participation of women who, in some countries, now represent the majority of adult learners. However, in many parts of the world, women still have limited access to education and employment opportunities. In poor and rural areas especially, low literacy levels mean that women struggle to engage in learning and participate fully in society. Improving access to education for women and girls has been one of my priorities since taking up my role as Director-General of UNESCO. This is why we launched the Her education, our futureinitiative in July 2019 as part of the G7 Education Ministers Meeting.
- Dirección URL https://unesdoc.unesco.org/ark:/48223/pf0000372274
- Autor UNESCO Institute for Lifelong Learning
- Año de publicacion 2019