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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.

n accordance with 186 EX/Decision 6.VI and 202 EX/Decision 5.II, this report provides a summary of a recently completed evaluation, namely: “Evaluation of the Future of UNESCO’s Education Sector: The Normative vs Operational Role in the Context of Agenda 2030”.Decision required: paragraph 33. PARIS, 26 February 2020 Original: EnglishTwo hundred and ninth session

This paper examines the digital revolution taking place in the Indian higher education sector, by (i) highlighting the drivers for change in the higher education landscape; (ii) reviewing the major initiatives undertaken by Indian authorities to facilitate lifelong learning for teachers, students, and those in employment that are in pursuit of knowledge free of cost, including the National Programme on Technology Enhanced Learning, the National Repository for Open Educational Resources, and SWAYAM, an indigenous information technology (IT) platform hosting MOOCs; and (iii) analysing the first generation of Indian MOOCs.This first generation of online learners in India will provide valuable lessons for all countries interested in capitalizing on the development of ICTs to increase access to higher education and to adopt innovative learning methods. Drawing on India’s example, specific recommendations for educational planners are outlined at the end of the paper, and will consider reliable access to disruptive technologies, the contextualization of course content, the design of new credit transfer schemes, and the development of active strategies to reach all learners irrespective of their gender, location, and special needs.

The KnowLab took a case study approach to determine how to strengthen and enrich the relationship between thinking about the future and the identification of oportunities.