Towards a rights based world Learning: The Treasure Within Main tensions facing the world and affecting education by Goran Buldioski The presentation is based on the report to UNESCO of the International Commission for Education for the Twenty-first century

Today's Context for Global Change Cartoons used with permission from

Today's Context for Global Change Tensions in today’s world Crisis caused by these tensions What type of Education for Global Change Role of Education for Global Change in the promotion equality and development

7 Tensions The tension between the global and the local; the universal and the individual; tradition and modernity; the spiritual and the material; long-term and short-term considerations; competition and equality of opportunity; the extraordinary expansion of knowledge and the capacity of human beings to assimilate it.

Tension between the global and the local

Tension between the global and the local Global Village vs. local community Question of roots, belongingness and identity Alienation and powerlessness Individualism Whose global? Whose standards? Globalization and the not so level playing field Free vs. Fair trade

Tension between the universal and the individual

Development has produced regimented (disciplined and controlled) lives Systems tend to standardise almost all aspects of life so much so that individuals spend most of their time keeping up with the system

Tension between tradition and modernity

Tradition and culture are produced and reproduced not by the traditional social organizations* but by the market * As it used to be in the past.

Tension between short term goals and long term considerations

Growth oriented development threatens ecological balance Economic development vs. rights-based development National security vs. human security Moral fatigue

Tension between the need for competition and the concern for equality of opportunity

Wealth with work Business with morality Politics with principle Knowledge with character Science with humanity A search for new ideology

Tension between the extraordinary expansion of knowledge and the human capacity to assimilate it

Emphasis on how to think rather than what to think Search for relevant education From absolute/essential to contextual knowledge Information explosion and “digital divide"

Tension between the material and the spiritual

Tension between the material and the spiritual Self worth is equated with material accumulation Search for meaning, interconnectedness and well-being

Crisis caused by these tensions Crisis of Structures Governance Global Economy Crisis of Ideology Culture Individualism Crisis of Spirit Apathy, Passivity, and Fatigue Pessimism and Hopelessness

What type of Education for Global Change Based on Belief in the concept of Human Rights (language of hope) Partnership not Assistance Combination of Personal and Social Transformation

What type of Education for Global Change (part 2) Four Pillars of Learning Learning to Live Together Learning to Know Learning to Do Learning to Be

What type of Education for Global Change (part 3) Education for global change is for Knowledge (learning about …) Skills (learning for…) Attitudes and values (learning through …) All these in informal, non-formal and formal learning settings

What type of Education for Global Change (part 4) Informal education: the lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educational influences and resources in his or her own environment (family, neighbours, marketplace, library, mass media, work, play, etc.). Formal education: the structured education system running from primary school to university and including specialised programmes for technical and professional training. Non-formal education: any organised educational activity outside the established formal education system. Some of these programmes might not have been originally conceived as "educational".

Role of Education for Global Change in the promotion equality and development Left for you to define ;-) Thank you for your attention. Steps: - Questions / general discussion on the presentation - Definition of aim and main contents of the future training courses in small groups