UNESCO Futures of Education Report Issued

“UNESCO”

UNESCO Futures of Education Commission. (2021). Reimagining our futures together: A new social contract for education. Paris, France: UNESCO.

UNESCO launched its Futures of Education Initiative in September 2019. Drawing on extensive consultations, the International Commission has just released their final report, Reimagining Our Futures Together: a new social contract for education. The brief overview of their conclusions is here. Most critically, they conclude that: “we need a new social contract for education that can repair injustices while transforming the future. This new social contract must be grounded in human rights and based on principles of non-discrimination, social justice, respect for life, human dignity and cultural diversity. It must encompass an ethic of care, reciprocity, and solidarity. It must strengthen education as a public endeavour and a common good.”

Among other comments in the report, those most directly related to CID are probably these:

The world is rich in multicultural and multi-ethnic societies and education should promote intercultural citizenship. Beyond learning about the value of diversity, education should promote the skills, values and conditions needed for horizontal, democratic dialogue with diverse groups, knowledge systems and practices. The basis for intercultural citizenship is the affirmation of one ́s cultural identities. Knowing who you are is the starting point for respecting others. (p. 53). . .Education at its best is a collective process that acknowledges the value of peer and intergenerational as well as intercultural learning. (p. 134)

[CID was one of the organizations consulted by the initiative, and is acknowledged in the report; see the CID Report for UNESCO Futures of Education for the conclusions of 3 focus groups we organized at their request.]

UNESCO Futures of Education Report Coming

“UNESCO”UNESCO Futures of Education initiative: Launch of the Report will occur 10 November 2021 1:30-2:30 CET (Webinar open to the public and broadcast in multiple languages).

UNESCO launched its Futures of Education initiative at the UN General Assembly in New York in September 2019. Chaired by the President of the Federal Democratic Republic of Ethiopia, H.E. Madame Sahle- Work Zewde, an International Commission of thought-leaders from the worlds of politics, academia, the arts, science, business, and education, undertook a broad, inclusive global engagement effort involving educators, youth, researchers, governments, business and civil society. [Read basic information about the Futures of Education Initiative. CID was one of the organizations consulted; read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.]

Drawing on their extensive consultations, the International Commission has prepared a Report that will be the third in a series of UNESCO global reports on the future of education. The Commission’s Report, Reimagining Our Futures Together: a new social contract for education, will be officially launched at UNESCO’s 41st General Conference.

This launch event will present the key ideas and recommendations of the new flagship report to Member States, and initiate the mobilization of the global education community and UNESCO strategic partners to take forward the global debate and action on the Futures of Education. The event will be livestreamed to the general public in Arabic, Chinese, English, French, Russian and Spanish. Please click here to join the livestream of the event.

UNESCO: Reporting on Migrants and Refugees (Handbook)

“UNESCO”UNESCO. (2021). Reporting on Migrants and Refugees: Handbook for Journalism Educators. Paris, France: UNESCO.

This handbook enables journalism educators worldwide to address one of the challenges of the 21st century – migration and refugee matters. In a set of thirteen modules, journal-ism educators are provided with a comprehensive curriculum. It covers all aspects needed to train analysis, research, presentation, marketing, and ethics of migration coverage.

The handbook is unique as it comprises results of communication studies as well as political and social sciences. It has been developed by an international and cross-cultural group of media researchers, media educators and media practitioners. (p. iii)

Reporting on Migrants and Refugees: Handbook for Journalism Educators is published as part of the UNESCO Series on Journalism Education, and is available in Open Access.

UNESCO: COVID and Intercultural Dialogue

“UNESCO”

UNESCO. (2020). The socio-cultural impact of COVID-19: Exploring the role of intercultural dialogue in emerging responses. Paris, France: UNESCO.

This report published by UNESCO argues that intercultural dialogue (ICD) is a substantial part of how the world responds to global challenges such as the pandemic.

[T]he emerging post COVID-19 world will be shaped by new dynamics and complex realities immersed in virtual inter-connectivity and driven by cross-sectoral engagements. To this end, the ICD agenda will have a significant role to play in developing a new socio-cultural compact that will contribute to shaping the way we live, work, connect and engage across national, ethnic and civilizational lines. (p. 15)

In addition to agreeing with the general sentiment, I was delighted to read the friendly comments about the report I prepared for UNESCO 8 years ago:

In its influential 2013 report ‘Intercultural Competencies: conceptual and operational framework‘ UNESCO approaches intercultural dialogue (ICD) as assuming ‘that participants agree to listen to and understand multiple perspectives, including even those held by groups or individuals with whom they disagree’. (p. 2)

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

 

UNESCO: Art-Lab for Human Rights & Dialogue (Online)

“UNESCO”Art-Lab for Human Rights and Dialogue, for World Day for Cultural Diversity for Dialogue and Development, UNESCO and Office of the High Commissioner for Human Rights (webinar),  22 May 2020.

Five “artivists”, artists/activists, will share with the audience how they adapted, in light of Covid-19, their strategies to reach out to the most vulnerable, who are also, most often, the most invisible. Moreover, they will explain how the pandemic has uncovered human and social realities that we can no longer afford to avoid in the post Covid-19 era.

Art-Lab places human rights and dignity at the centre of sustainable development where cultural diversity and dialogue play a fundamental role. In particular, it strives to mainstream artistic and cultural programmes to reposition the central issue of human rights for policy-actors and to support vulnerable communities in the advancement of their human rights and dignity, by providing them with the necessary resistance resources through the Arts.

The webinar aims to shed light on the important role of art and culture as a tool for Dialogue and Development within a context where economic, social and cultural gaps are growing in parallel with the pandemic – echoing #ArtConnects and #ResiliArt, UNESCO’s recent social media campaign shedding light on the resilience of artists during the pandemic.

Held every year on 21 May, the World Day for Cultural Diversity for Dialogue and Development celebrates not only the richness of the world’s cultures, but also the essential role of intercultural dialogue for achieving peace and sustainable development. The United Nations General Assembly first declared this World Day in 2002, following UNESCO’s adoption of the 2001 Universal Declaration on Cultural Diversity, recognizing the need to “enhance the potential of culture as a means of achieving prosperity, sustainable development and global peaceful coexistence.”

UNESCO: Concrete Experiences for Transformational Change

“UNESCO”

Report Addendum: Concrete Experiences for Transformational Change, CID Focus Groups for the UNESCO Futures of Education Initiative, May 2021.

CID Focus Groups report for UNESCOIn January, UNESCO invited the Center for Intercultural Dialogue to participate in the Futures of Education Initiative by holding focus groups on how education needs to evolve today, in order to be more relevant tomorrow. Three sessions were convened, on January 28, 29, and 30, 2021. A report of our conclusions, framed as a response to the UNESCO document, Education in a Post-COVID World: Nine Ideas for Public Action, was submitted in February.

CID Poster 14: 10 IdeasWe proposed a tenth idea, that learning to live together requires intercultural dialogue, which was also published as CID Poster #14.

In April, UNESCO asked the Center to return to the forum group participants, this time requesting “innovative and inspiring concrete experiences to serve as good illustrations of activities and approaches that can contribute to transformational change.” Eight members of the original group were able to submit examples by the tight deadline in early May.  Thanks to the participants who were able to respond so quickly:

  • Evangelos A. Afendras (Greece/Malaysia): Stumbling on adverse realities while building a “Humaniversity” for MDG ideals: Some autoethnographic notes
  • Giovanna Carloni (Italy), Virtual exchange as a transformative process in the Global South
  • Mohammed Guamguami (Morocco): COIL education: Glocal principled innovation
  • Nazan Haydari and Onur Sesigür (Turkey): Gender and sound culture workshop in Turkey 
  • Maria Hussain (UK): Nurturing inclusive intercultural dialogue beyond borders through student-led podcasts: The case of Cultural Insight Wednesdays 
  • Sr. Teresa Joseph (India): Don Bosco: Word in the Ear
  • Maura Di Mauro (Italy): Systemic university change towards internationalisation for academia (SUCTIA) 
  • Yehuda Silverman (Canada/USA): Incorporating diversity into intrapersonal peace and conflict prevention

Constructing ICD 12One of these examples has already been published as Constructing Intercultural Dialogues #12, and several others are in preparation as further publications on this site.

UNESCO Futures of Education Progress Update

“UNESCO”

Progress Update, UNESCO Futures of Education Initiative, UNESCO, Paris, France. Response deadline: April 30, 2021.

 

This document presents a progress update from the International Commission on the Futures of Education to inform global consultation and public engagement processes taking place in March and April 2021, prior to the final drafting of the Commission’s Report. It begins with background information on the initiative and its ambitions. This includes an introduction to the co‐construction and consultation features of the initiative and brief discussion of how the Commission is framing the report. The second section of the text presents the provisional outline of the report, followed by an explanation of the main points and arguments currently envisioned for each section and sub‐section.

They are requesting comments and suggestions on this document—particularly around (a) the coherence of the arguments presented, (b) what elements need further attention, development or are missing, and (c) what is most novel and promising about the forthcoming Report as currently envisioned. Responses to be received by the end of April 2021 may be submitted online or sent by email.

Read basic information about the Futures of Education Initiative. Or read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.

UNESCO Futures of Education Webinars

“UNESCO”

UNESCO Associated Schools Network Webinars on UNESCO Futures of Education Initiative  (on Zoom), March 26, March 31, or April 1, 2021.

In the last six months, UNESCO’s Associated Schools Network (ASPnet) has mobilized several thousands of teachers, students and their parents from across the globe to engage in joint reflections about education in the future. How can education promote sustainable development (ESD) and global citizenship (GCED), not only today but also tomorrow? How should what, how and where we learn evolve in the future? Learn about the good practices and innovative ideas that came out of these discussions through the Futures of Education x ASPnet Webinar Series.

  • Webinar in French/English: Wednesday, 31 March, 14:00 – 15:30 CET
    • Moderator: Abdelbasset BEN HASSEN, President, Arab Institute for Human Rights
    • Simultaneous interpretation will be available in English and French
    • Please click here to register
  • Webinar in Spanish/English: Thursday, 1 April, 16:00 – 17:30 CET
    • Moderator: Fernando REIMERS, Professor of International Education at the Harvard Graduate School of Education and Member of the International Commission on the Futures of Education
    • Simultaneous interpretation will be available in English and Spanish
    • Please click here to register

Please note that there will an opportunity during this webinar for the audience to engage with the speakers.

Read basic information about the Futures of Education Initiative. Or read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.

UNESCO Futures of Education Weekly Polls

“UNESCO”Weekly poll, UNESCO Futures of Education Initiative, UNESCO, Paris, France.

UNESCO’s #FuturesOfEducation initiative is exploring how knowledge and learning can shape the future of humanity and the planet. The question they have posed is: What do we want education to look like in 2050? Everyone is invited to participate in their weekly Education 2050 Poll and help design the #FuturesOfEducation. (It is unclear how long they will host these polls.)

Read basic information about the Futures of Education Initiative. Or read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.

CID Report for UNESCO Futures of Education

“UNESCO”UNESCO invited CID to host focus groups as part of the Futures of Education Initiative. Three focus groups held discussions in January. The report has now been completed, and submitted to UNESCO.

We are delighted that UNESCO invited our participation, and hopeful that they will incorporate our recommendations into their final conclusions. A copy of the report may be had by clicking on the image below.

CID Focus Groups report for UNESCO

Thanks to Linda de Wit, former CID intern and skilled graphic designer, for taking on the project of turning the written report into a polished final document. Thanks to Nazan Haydari, Advisory Board member, for moderating one of the focus groups, and managing the technology for all of them. Thanks to all of the participants, who are named in the report, for their ideas, their time, and their energy for this project.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT gmail.com


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