Youth Participation: Education in the Future Youth Participation: Education in the Future Bangkok May 1998 Bangkok May 1998.

Youth Participation: Youth Participation: Education in the FutureEducation in the Future


Bangkok May 1998Bangkok May 1998

Aspects of Aspects of the futurethe future



What educators What educators should realizeshould realize






What students What students should realizeshould realize








Aspects of Aspects of the future:the future:-21st Cent.-nature of change-educationbeyond schooling

Reflections on the FutureReflections on the FutureReflections on the FutureReflections on the Future

Crossing threshold to the 21st Century Futureworld: the positive and the negative The qualitative nature of change:

“The future isn’t what it used to be.” Impact on outdated educational systems Beyond schooling: lifelong learning in a

learning society







What educators What educators should realize:should realize:Changes in -- content- process- learnerBorderless learning





What Educators Should RealizeWhat Educators Should RealizeWhat Educators Should RealizeWhat Educators Should Realize

The content of learning will change. The process of learning will change. The learner will change, has already

changed. Knowledge knows no boundaries:

- Students abroad - UNESCO’s Associated Schools Program

54%

6%

1%

39%

Dev-ind

Dev-dev

Ind-dev

Ind-ind

Students Abroad: Developing Students Abroad: Developing and Industrialized Countriesand Industrialized Countries

Africa

Arab States

LatinAmerica

East Asia

South Asia

0 100,000 200,000 300,000

Africa

Arab States

LatinAmerica

East Asia

South Asia

Foreign Students by Region of Origin

Official South-south

Total

36%

40%23%

1%

Asia

N. America

Europe

Other regions

Asian Students AbroadAsian Students Abroad

What Educators Should RealizeWhat Educators Should RealizeWhat Educators Should RealizeWhat Educators Should Realize

The content of learning will change. The process of learning will change. The learner will change, has already

changed. Knowledge knows no boundaries:

- Students abroad - UNESCO’s Associated Schools Program








What students What students should realize:should realize:-self learning-maintaining balances-”four pillars”-responsibility for EFA



What Students Should RealizeWhat Students Should RealizeWhat Students Should RealizeWhat Students Should Realize

Learning to learn: “You are your own best teacher.”

Maintaining the key balances in education

Balancing the tensions in a global society--- Balancing the tensions in a global society--- - observations from the Delors - observations from the Delors CommissionCommission

Maintaining the BalancesMaintaining the Balances

Balancing the tensions in a global society: Balancing the tensions in a global society: -individual development vs. social -individual development vs. social cohesioncohesion


Balancing the tensions in a global society: Balancing the tensions in a global society: -individual development vs. social -individual development vs. social cohesion -internationalism vs. community cohesion -internationalism vs. community identitiesidentities


Balancing the tensions in a global society: Balancing the tensions in a global society: -individual development vs. social -individual development vs. social cohesion -internationalism vs. community cohesion -internationalism vs. community identities -industrialized modernity vs. identities -industrialized modernity vs. local cultureslocal cultures


Balancing the tensions in a global society: Balancing the tensions in a global society: -individual development vs. social -individual development vs. social cohesion -internationalism vs. community cohesion -internationalism vs. community identities -industrialized modernity vs. identities -industrialized modernity vs. local cultures -long-term (reason) vs. short-local cultures -long-term (reason) vs. short-term (emotion)term (emotion)


Balancing the tensions in a global society: -Balancing the tensions in a global society: -individual development vs. social cohesion -individual development vs. social cohesion -internationalism vs. community identities -internationalism vs. community identities -industrialized modernity vs. local cultures -industrialized modernity vs. local cultures -long-term (reason) vs. short-term (emotion) -long-term (reason) vs. short-term (emotion) -material values vs. moral values -material values vs. moral values -marketplace competition vs. social equity -marketplace competition vs. social equity -knowledge explosion vs. human absorptionknowledge explosion vs. human absorption




Maintaining the key balances in education



Maintaining the key balances in education A holistic education: the “four pillars”

Education for employment? for good citizenship? for social mobility?

Education as Empowerment Delors’ Four Pillars:

- learning to know - learning to do - learning to be - learning to live together

A Holistic EducationA Holistic Education



Maintaining the key balances in education A holistic education: the “four pillars”



Maintaining the key balances in education A holistic education: the “four pillars” Assuming responsibility for Education for

All

Enrollment in higher education in Asia and the Enrollment in higher education in Asia and the Pacific Region 1970-1990Pacific Region 1970-1990

Enrollment in higher education in Asia and the Enrollment in higher education in Asia and the Pacific Region 1970-1990Pacific Region 1970-1990

19701980

1990

0

2

4

6

8

10

Southern Asia

Eastern Asia

Former USSR

South eastern Asia

Oceania

GLOBAL STATUS, TRENDS, TARGETS

School Age Children: Total and Enrolled

(Estimate 1960-2000 in millions)

329.3

413.1

508.5

613.2613.2

724.1

252.3292.8

383.1

485485

562.1

1960 1970 1980 1990 2000

0

1 0 0

2 0 0

3 0 0

4 0 0

5 0 0

6 0 0

7 0 0

8 0 0

Source: Estimated from "Status and Trends", UNESCO, 1993

Division of Statistics, UNESCO, Paris

Reaching the unreached

Girls and women

Street children

Those with special needs

Refugees

Migrants, minorities

Remote geographic areas

INDIA

1960 1970 1980 1990 2000

0

20

40

60

80

100

120

SUB-SAHARAN AFRICA

0

20

40

60

80

100

120

1960 1970 1980 1990 2000

Source: Estimated from "Status and

Trends" Educatioin for All, UNESCO,

Paris, 1993

CHINA

1960 1970 1980 1990 2000

0

20

40

60

80

100

120

Estimated number of total school age population

and children enrolled 1960-2000

LIBERIA

1960 1970 1980 1990 2000

0

100

200

300

400

500

600PAKISTAN

1960 1970 1980 1990 2000

0

5000

10000

15000

20000

25000

ETHIOPIA

1960 1970 1980 1990 2000

0

2000

4000

6000

8000

10000BANGLADESH

1960 1970 1980 1990 2000

0

5000

10000

15000

20000

Estimated number of total school age population

and children enrolled 1960-2000








Bangkok May 1998Bangkok May 1998

Youth Participation: Education in the Future Youth Participation: Education in the Future Bangkok May 1998 Bangkok May 1998.

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