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Education in the Era of
Globalisation
Mark Bray & Ora Kwo The University of Hong Kong
Introduction
Who are we?
self-introduction from
the floor
“We do not see things as they
are. We see them as we are.”
1. Globalisation – how we see it…
2. Education – how we see it…
3. How other people –
international organisations – see
things…
4. How you see things – and what
we can learn from you…
Focus for the session:
1. What are the major global
challenges we have to face together?
2. In what ways can we carry social
responsibilities to face the
challenges?
Learning together: co-inquiry
SUSTAINABLE DEVELOPMENT GOALS
• 17 goals
• adopted by UN Member States 2015
• to be achieved by 2030
Where did these goals come from?
What were their predecessors?
Source: Wleizero https://commons.wikimedia.org/w/index.php?curid=56250734
Security
Council
United Nations system
UNESCO: What it is, and how it works
United Nations
Educational, Scientific
and Cultural Organization
Established 1945
Head-quartered
in Paris
and
with a global
network of cluster
offices, national offices,
regional bureaus and
institutes
Two UNESCO Flagship Programmes
Education for All (EFA)
Education for Sustainable
Development (ESD)
The EFA Movement
Origins: 1990 World Conference on Education for All, Jomtien, Thailand. Target: 2000
Reaffirmed: 2000 World Education Forum, Dakar, Senegal. Target: 2015
Merged into Sustainable Development Goals: 2015, Incheon, Korea. Target: 2030
Six EFA Goals 1. Expand and improve early childhood care
and education
2. Ensure free and compulsory primary education
3. Meet the learning needs of all young people and adults
4. Achieve 50% improvement in levels of adult literacy
5. Eliminate gender disparities
6. Improve the quality of education
1990
The six EFA goals (1990) dovetailed with
the United Nations’
eight Millennium Development Goals
(MDGs) (2000)
Goal 2:
Achieve universal primary education
by 2015
2000
Education for
Sustainable Development
Another domain in which UNESCO is the lead agency
2005-2014: Decade of Education for Sustainable Development (DESD)
development that meets the needs of
the present generation without
compromising the ability of future
generations to meet their own needs.
Brundtland Commission 1987
A global vision:
A world where everyone has the opportunity to benefit from quality education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation.
So, back to the Sustainable Development Goals…
7 Targets (4.1 – 4.7) and
3 Means of Implementation (4a-c)
(total: 10 targets)
From commitment to action
Global goal SDG4: “Ensure inclusive and
equitable quality education and promote
lifelong learning opportunities for all”
2016 GEM Report: Thematic part
Planet: Environmental sustainability
Prosperity: Inclusive and sustainable growth
People: inclusive social development
Peace: Political participation, peace and justice
Place: Inclusive and sustainable cities
Partnerships: For sustainable development
Living sustainably requires a huge shift in mindset and education must be a part of that change
Cre
dit
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An inclusive education ensures economic growth is sustainable and doesn’t leave anyone behind: sustainable farming and food production
Cre
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Progress in health, nutrition and gender equality is inextricably linked with progress in education: educating women is at the heart of social development
Cre
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for
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FP
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An inclusive education is a powerful preventive tool and antidote for violence: participate in justice systems and justice systems
Cre
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Education must be integrated into urban planning to create sustainable cities: transform cities, address urban problems of unemployment and crime
Cre
dit
: A
nn
a S
pysz
We must pull together if we are to achieve the 2030 Agenda for Sustainable Development
Cre
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: M
ari
so
l G
ran
do
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ep
art
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evelo
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For education to be transformative in support of the sustainable
development agenda, ‘education as usual’ will not suffice
• Collaborate across sectors
• Education Ministries and Ministries of Labor should work
together to reduce income inequality
• Education systems need increased and predictable financing
• Improved equity, especially for girls and marginalized
1. Collaborate across sectors.
‘Education as usual’ will not suffice.
2. Governments need to view formal &
non-formal education as key to tackle
cross-sector problems.
3. Improve equity, especially girls and
marginalized.
4. Change the focus of
education:
a) In developing skills policies,
consider both medium- and
long-term needs and the
implications of sustainable
growth
b) Civic, peace and
sustainability education
programmes can be important
levers for SDG progress
What should our citizens
• understand
• put into practice
• and value enough to persevere over
a lifelong journey?
Citizenship as a critical focus
for all societies
Big challenges:
Quantity vs quality
• Universal Primary Education – but what
do the children actually learn?
• Stretching the system – early childhood,
higher education….
• Issues of equity: who gets what?
“The prevalence of mass education is a striking
feature of the modern world.
Education has spread rapidly in the last 2
centuries, becoming a compulsory, essentially
universal institution….
UNESCO estimates that about 75% of the
children of primary school age in the world are
enrolled in something called a school.”
John Boli, Francisco Ramirez & John Meyer, CER, 1985
Global gross enrollment rates,
2014:
• Primary: 105%
(compared with 75% 1985)
• Secondary: 75%
“… this massive regime of education has
produced a powerful culture, transformed
most individuals in the world, and created
far-reaching consequences for all facets of
society.”
David Baker, CER, 2014
• When everybody goes to
school, competition increases
• Post-compulsory education is
now within reach for families
that would not previously have
considered it.
Changes as a result of expanded
schooling
What else changes?
Private actors make available
supplementary services within
the marketplace (and
sometimes in public-private
partnerships).
1. What are the major global
challenges we have to face together?
2. In what ways can we carry social
responsibilities to face the
challenges?
Learning together: co-inquiry
1. Globalisation has greatly
changed our societies
2. Education has to change in
response, and serve as a driver
for desirable changes.
Conclusions
The changes in education
must attend to both:
• quantitative (massive expansion
at all levels)
• qualitative (critical review and
reorientation)
Conclusions
Thank you for co-thinking,
and possibly for co-creation
of the future of humanity
Mark Bray and Ora Kwo
Comparative Education Research Centre
The University of Hong Kong
