Comments (39)

Moderator Thematic Action Track 2
Moderator Thematic Action Track 2

Hello All, welcome to the discussion forum for Action Track 2! We are looking forward to hearing your thoughts, ideas and stories to transform education. To kickstart the discussion, can you tell us what in your opinion are key aspects of transforming education to ensure all individuals have opportunities to learn and develop their skills for life, work and sustainable development?

Armando  Romero
Armando Romero

Los asoectos clave son: inversión para fortalecer la practica en los bachillerstos técnicos, los mismos que en el Ecuador tienen gran aceptación ya que promueven la insercion laboral de los estudiantes una vez culminado el bachillerato. Se debe dotar de talleres adecuados y equipados para que los estudiantes adquieran las competencias tecnicas necesarias. Otro aspecto es la actualización de los conocimientos de los docentes técnicos. La implementación de material didáctico. Contar con profesionales especializados en cada Area.

Moderator
Moderator

Armando Romero Suena realmente valioso. Además de financiamiento adicional, ¿qué se necesitaría para implementar todo eso? ¿Quién juega qué papel en hacer que eso suceda?

David Moreno
David Moreno

Bootcamps and self-taught training are the most inclusive option for people of all economic resources. They even offer ISA (Income Share Agreement) = Pay the cost of training when you start working and receive a fair and decent salary as a professional of what you have trained

"Free, [affordable] and accessible education will result only in more and more skilled people which will lead to better skilled populations and faster advancement for humanity." by Kamel Bendimerad

So that everyone can benefit from the #RightToEducation, it is necessary to feel the value, success, and usefulness of unofficial education such as Bootcamps or self-taught education in some professional sectors such as programming, graphic design,etc...

All companies and Public institutions should value education through Bootcamps or self-taught education the same or more than official training because a person can be prepared for work in a short time, it is affordable for everyone, they offer many payment facilities (depending on the bootcamp) and it is oriented towards to short-term employability, which is what training mainly seeks: employability.

Bootcamps offer facilities for those who have to study and work because they do not have to be studying for 2 to 4 years to be employable nor do they ask for previous education requirements to be able to study them like official training

The future of learning in some disciplines does not have to be 2-4 years and expensive.

Bootcamps and self-taught training is the most inclusive option for people of all economic resources due to the aforementioned benefits

Mario FRANCO
Mario FRANCO

Proposal for the Discussion Paper

Transforming the learning spaces and schools’ infrastructure to serve as a role model for a sustainable living.
Create learning places and equip them with resources, including digital equipment that meets sustainable requirements, providing an environment where the practical acquisition of skills is aligned with the educational content and learning process regarding sustainable development.

Example and Commitment

Considering the growing importance and usage of digital devices in education, it is necessary to develop sustainable solutions to provide and manage such equipment under a sustainable supply chain. It is with this aim that [email protected] SUSTAINABLE EDUCATION, along with its partners, is promoting a Commitment involving civil society, as well as public and private sectors.
The aim of the Commitment is to contribute to make available Learning and Education Sustainable Computer Devices to Students and Teachers, complying with the four dimensions of sustainability - economic, environment, social (UN Resolution A/RES/ 70/1 of 2015) and educational -, promoting digital inclusion for all (United Nations Secretary-General “Our Common Agenda – Report of the Secretary-General” - Commitment 1. Digital inclusivity) and education for sustainable development.
The Commitment is based on the concept of [email protected] COMPUTER and arose from the need to develop Connected Computer Devices based on the requirements of the Education Sector and the Teaching-Learning Process, covering characteristics such as sustainable batteries and energy-saving components, as well as supporting itself on a Whole-Institution approach regarding energy management and charging, among other sustainable elements, and a Whole-System approach on the development of a sustainable supply chain, which includes local assembly and production of computer devices and electronic components, as well as reutilization and waste management that highly contribute to reducing the environmental transportation and environment footprint.
The [email protected] COMPUTER Commitment integrates a plan that focuses on Skills Development and Professional Training at the local level, enabling the emergence of a LOCAL TECHNOLOGICAL ECOSYSTEM able to provide educational computer devices and related services while fostering the development of a local digital infrastructure and a more sustainable supply chain associated with human development.
[email protected] COMPUTER | [email protected] SUSTAINABLE EDUCATION
https://millenniumedu.org/sustainableedu-computer/

James Prideaux
James Prideaux

Hi Mario,

Thanks for sharing the proposal. Some useful insights from Skills Builder that might be of use:

1) Some research we did into teacher perspectives on opportunities and barriers when teaching essential skills: https://www.skillsbuilder.org/blog/education-webinar-the-launch-of-our-…

2) You can also see more of our research and insight papers on our insights page - including a recent UK wide survey of essential skills as well as papers looking at the impact on education and employment outcomes: https://www.skillsbuilder.org/insights

3) An overview of our six principles for building skills effectively in a classroom setting: https://www.skillsbuilder.org/principles. We support schools and colleges both in the UK and globally to embed these principles of best practise around teaching our eight essential skills.

Happy to chat through any of these insights with you or share further information, if useful.

Many thanks
James

Maribel Almeida C.
Maribel Almeida C.

Durante el últimos semestre del 2021. Aproximadamente 500 docentes de la subregión andina (Venezuela, Colombia, Ecuador y Bolivia) participaron de un proceso de consulta sobre necesidades y avances de la Educación y Formación Técnica Profesional (EFTP) en la subregión.

Aquí un resumen de los hallazgos.

Línea de acción: 1 Fortalecimiento y ampliación de la oferta y la demanda de
EFTP
• Campañas de difusión sobre la importancia de los estudios técnicos.
• Desarrollar estudios de mercado para mejorar la oferta de demanda frente a
la oferta.
• Fortalecer la relación con la academia.
• Mapeo de actores en el nivel nacional y local, propiciar espacios de intercambio.
• Campañas de sensibilización a distintas audiencias sobre las oportunidades y alcances de la EFTP.

Línea de acción: 2. Fortalecimiento de sistemas inclusivos de EFTP, priorizando grupos minoritarios, personas en situación de vulnerabilidad social o con necesidades especiales.
• Mejorar la conectividad de docentes y estudiantes.
• Fortalecer espacios de formación de población vulnerable.
• Promover la creación de una red de estudiantes de Bachillerato Técnico/Escuelas Taller e Institutos de Educación Superior, que tengan acceso a formación, desarrollo de capacidades y formación para el emprendimiento.
• Implementar el pasaporte UNESCO para la acreditación en temas de formación profesional.

Línea de acción: 3. Promoción de sistemas de EFTP abiertos, flexibles, robustos y resilientes, concebidos como “ecosistemas de aprendizaje".
• Formulación y desarrollo de políticas públicas, planes de desarrollo, alianzas público-privadas y proyectos de desarrollo regional y local para procesos de formación técnica y tecnológica que den respuestas a necesidades del territorio y
que además tengan un componente de respeto cultural y den respuesta a las necesidades del territorio.

Línea de acción: 4. Mejora de la imagen social de la EFTP
• Creación de maestrías y doctorados técnicos.
• Fortalecer la educación continua en áreas técnicas.
• Desarrollar acreditaciones académicas que avalen una educación superior técnica.
• Identificar en la subregión si existen o no maestrías técnicas. Y fortalecer el
acceso a través del Convenio Andrés Bello.

Moderator
Moderator

@Maribel Almeida ... Muy interesante. ¿Qué provoca la falta de demanda en su contexto? Este es un problema en muchos países. ¿Ha visto algún ejemplo de comunidades que pudieron cambiar la tendencia?

James Prideaux
James Prideaux

Hi all,

James here from the Skills Builder Partnership. I work as a Lead Associate at the Partnership, working with education institutions and organisations based outside the UK.

We are a UK-based not-for-profit social enterprise who bring together over 800 organisations towards a common mission, joined by shared language, principles and approach to building the eight essential skills for success.

They are: Listening, Presenting, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork. Our Universal Framework breaks these eight skills down into tangible, teachable, and measurable steps. You can see the full framework on our website: https://www.skillsbuilder.org/universal

We support schools to build the essential skills of every learner through the training of staff, a comprehensive curriculum, and links to employers. We partner with employers across all industries and sectors to engage effectively with children and young people through trips and workshops. We collaborate with organisations to drive collective impact through the Skills Builder Framework, supporting assessment and impact.

Our mission is that 'one day, everyone will build the essential skills to succeed.'

Would love to connect with other leaders and stakeholders in this space. My role is particularly focused on the global development of these eight skills, so please do reach out to me and connect!

Marie-Françoise Chavanne
Marie-Françoise Chavanne

M'étant toute ma vie engagée dans le Droit à l'éducation et en particulier dans l'éducation artistique et culturelle comme droit fondamental, engagée actuellement dans le droit à l'éducation des enfants hospitalisés ou privés de leur école du fait de très graves maladies, engagée également contre la privation d'instruction des enfants pour des raisons idéologiques ou sectaires, je mesure chaque jour les biais maintenus pour déprécier les compétences, les savoirs et leurs modes d'acquisition.
- Les valeurs humaines dans le domaine de l'Education devraient être abordées et travaillées en permanence auprès des jeunes (enfants ou adolescents) à la fois dans le but de se construire comme être pensant, acteur, responsable, engagé et solidaire des enjeux majeurs de nos sociétés mais également capable de penser la différence, l'altérité, le droit d'autrui, le vivre ensemble pour un enrichissement et des compréhensions mutuelles.
- Tout apprentissage mérite que soit accordée une confiance totale dans les formes d'acquisition de compétences, de la logique à l'intuition, offrant à l'erreur le temps de la compréhension, de la vérification, de la fantaisie, et la fierté d'avoir franchi l'obstacle.
- Concevoir la diversité des formes d'acquisition de compétences et de savoirs sans hiérarchie, sans préjugés pour mettre fin aux jugements sélectifs qui discréditent et handicapent de manière durable les jeunes les plus fragiles ou les plus singuliers. Accepter et valoriser une société plurielle qui s'enrichisse de ses différences et de ses complémentarités.
- Donner à la Pratique, à l'Expérience, aux Emotions, aux Sens (intuition comprise), à la Rêverie... une place qui redonne à l'humain la "considération" humaine, corollaire du respect mutuel et de l'intérêt pour autrui.
- Donner à l'oral toute sa place comme forme d'expression, de réflexion, de reformulation , de questionnement et d'apprentissage ("à l'école on ne parle pas, on répond" nous dit une jeune élève...)
- Enseigner, pour lutter contre les préjugés, les manipulations mentales, les endoctrinements et les idéologies dangereuses, l'importance de vérifier les informations reçues, de repérer les influences et les dangers de certains propos.
- Travailler en permanence la distinction légitime entre "savoir et croire" qui favorise le respect et évite la confusion dans les prises de position.
- Mettre en valeur la Culture comme héritage propre à chacun et/ou héritage commun, valorisant les identités, les singularités et riche pour tous.
L'échec de nombreux enfants et de jeunes "décrocheurs", les phobies de certains sont des indicateurs pathétiques du manque d'intérêt des institutions scolaires pour la diversité des modes d'apprentissage et des formes d'intelligence.
Redonner ainsi à chacun la dignité qu'il mérite et la fierté de se sentir capable d'apprendre, de comprendre et d'agir sur le monde de manière responsable et solidaire.

Tadashi Nagai
Tadashi Nagai

Thank you for giving us this opportunity to share ideas on transforming education. In terms of lifelong learning to ensure that all individuals have chance to learn, we hope that non-formal education and in-formal education will be a key to playing a big role in ESD and global citizenship education (GCED). Not only school but also community and NGOs could provide the opportunities to learn with youth and children. The partnership among stakeholders working for education will be more important than ever before so that no children and youth can be left behind.

Tadashi Nagai
Tadashi Nagai

For the feedback to the drafted discussion paper, as we can see, it places the Education for Sustainable Development (ESD) in the center of the contexts. In terms of integrating quality education and value education globally, I think the Global Citizenship Education (GCED) could be mentioned in the paper. Both GCED and ESD are adapted as global education agenda in the SDGs 4.7 and these are two pillars of the target to achieve.

Seema69_28
Seema69_28

For the Feedback, to the Draft we can clearly see the weightage being given to Education for Sustainable Development( ESD) and GCED. To achieve the Target of 2030 related to the Global goals it is very important that ESD is accepted as an Universal education and Curriculum based on 17 SDG’s in the K-12 , TVET and Teacher education and Higher Education programs.

Tadashi Nagai
Tadashi Nagai

As a response to common crises facing humankind, we could suggest more concrete commitment to transforming education toward 2030 and beyond in the form of a "plan of action." In the sense, I think we should never forget the necessity of always bringing back to the mission of education which can present happiness of all children. This is something ethical I would like to put emphasis on in the paper.
Also, partnerships among multi stakeholders would be necessary for transforming education. Unless various NGOs, educators, governments and municipalities, and so forth, get together to make synergies, it would not be easy to transform education.

Delphine  Poschmann
Delphine Poschmann

Thank you for allowing us to comment and great to connect with this group to share ideas and thoughts. We at United World Colleges (UWC) look forward to contributing to the discussion. We are a global non-profit educational movement whose mission is to make education a force to unite people, nations and cultures for peace and a sustainable future. We deliver a transformational educational experience to a diverse student body, inspiring them to create a more peaceful and sustainable future. To start, we want to share some guiding principles that are key to us when talking about transforming education for better skills acquisition:
1. Education should occur within a diverse community of people from a wide range of cultural contexts and varying socio-economic backgrounds.
2. Education requires the active promotion of intercultural understanding and the development of genuine concern for others, founded on shared life experiences and cooperative and collaborative living. This includes talking about and engaging with global issues in the pursuit of peace.
3. International/global education should become relevant where needed but cannot be afforded.
4. Community interaction is essential and shall be at the heart of school life, where all school members are encouraged to cooperate across barriers of all kinds.
5. Education shall encourage students to develop an entrepreneurial mindset and a responsibility to act.
6. Students have the potential to take ownership, or agency, of their learning and must have opportunities to practice personal initiative, self-discipline and responsibility.
7. Experiential learning - the process of making meaning from direct experience - is fundamental.

Jacqueline Léa Biloa AHANDA
Jacqueline Léa Biloa AHANDA

Merci de nous donner l'opportunité de partager nos idées sur la thématique. Cette thématique est très intéressante surtout pour nous enfants, adolescents et jeunes.
1. Les systèmes éducatifs ne sont pas les mêmes dans tous les pays surtout au niveau local. Au Cameroun par exemple il a subit d'autres coups avec la pandémie. Imaginer un enfant qui est forcé de quitter des kilomètres ou aller vers un autre village pour se faire former, avec le Covid l'école s'est arrêté un moment et les cours en ligne/radio/télé ont été programmés pour la poursuite des formations et cet enfant est situé dans un village qui n'a pas de réseau, pas de radio, ni télé. Alors il perd une année scolaire ainsi à cause de sa situation. Je pense qu'il faut adapter l'apprentissage en fonction des réalités locales. Certes l'éducation mondiale est instituée mais faut tenir compte des réalités locales.
2. La formation technique doit commencer à la base. C'est pas au collège ou lycée que l'on doit apprendre son métier de demain. C'est vers le bas âge que l'on doit inculqué l'esprit professionnel et/ou entrepreneurial pour que l'enfant en grandissant puisse s'adapter aux défis de la mondialisation et pouvoir réussir.
3. Créer au niveau régional et national des Comités de coordination et de suivi des plans d'actions élaborés au niveau international en faisant intervenir toutes les parties prenantes les apprenants, les enseignants, les parents, les leaders traditionnels et religieux, les OSC, les PTF, les secteurs privés, les acteurs gouvernementaux etc.

Merci

Matthew Aruch
Matthew Aruch

Thematic Action Track 2: Learning and Skills for Life, Work, and Sustainable Development
Mentioned 22 times in the discussion paper, action track 2 makes explicit the need to “empower learners with knowledge, skills, values, and attitudes to be resilient, adaptable, and prepared for an uncertain, complex future while actively and creatively contributing to human and planetary well-being and sustainable societies” (p. 1). Environmental and climate change education are specifically noted as one of the three key issues in the action track along with foundational learning and entrepreneurship.

Climate Change Education (CCE) overlaps with the foundational learning skills and mindsets required for literacy and numeracy. We argue CCE is an appropriate vehicle for meeting the vision of the Commission on the Future of Education to emphasize ecological, social, and emotional, intercultural, interdisciplinary, and intergenerational learning to foster global citizenship, the rule of law, mutual trust, and global solidarity… [for a] wide range of cognitive, socio-emotional, and behavioral skills needed in a fast changing and still largely unequal world (p.4). We encourage summit organizers to consider the ways in which climate change and climate literacy cut across the key issue areas of action track 2.

The summit must name climate change as the main issue underpinning the sustainable development action track, highlighting the opportunity for inclusive participation in the green economy of the future.

Kathleen Rogers
Kathleen Rogers

We have attracted over four hundred million signatures to a petition calling for mandatory, fully integrated climate literacy education, civic skill building, and jobs training so that everyone can participate in the creation of an equitable green economy. Our supporters include organizations, including teachers' union, labor unions, faith groups, mayors, corporations, including Microsoft, and NGOs along with individuals across the planet. A final document that does not explicitly include these issues will not prepare our students for the impacts and opportunities presented by the climate crisis.

Karuna Singh
Karuna Singh

Our President Kathleen Rogers will be there as well as other colleagues. Ms Rogers will share how youth are taking the lead to project the need for mandatory climate education that widens opportunities for climate literacy so that youth take on the mantle of climate stewardship from a young age. This need is evidenced by youth leaders privileged to be climate literate. Many of them are part of our MyFutureMyVoice global initiative. We call upon all to support EARThDAY.ORG’s petition to have governments mandate climate education in all countries.

Seema69_28
Seema69_28

Increasing climate impacts on education: Climate change and ecosystem destabilization will introduce new challenges to ensuring the right to education, for example through teacher and student displacement, damage to school buildings, food insecurity, disease, and poverty, especially for the most vulnerable. The above examples further emphasises the need to introduce ESD/CCE as early as possible.

Karuna Singh
Karuna Singh

It is all the more imperative then that youth understand how anthropogenic actions harm the environment and them. I’m afraid that by the time we have finished debating ‘should we or should we not demand mandating Climate Education’ it might be too late. The time is now. Your support please for demanding it from governments. Take the Maldives for example. A little more sea level rise and the country might go under. Yet not enough emphasis is placed on climate education.

Muhammad Raqim
Muhammad Raqim

Hello Everyone...
I would like to share my idea about transforming and changing education for our new generation.We should start teaching skills at University level instead of teaching only theory.Universities must taught skills and involve students into practice of these skills to make them fully professional at the time of graduation. It will allow companies to incorporate fresh graduate students immediately into the workplace and this step will ensure the sustainable and successful future career of students and countries.We must take students into practical experience of skills and tell them about the importance of skilled person and it's abilities of doing work.

James Prideaux
James Prideaux

Hi Muhammad,
We at Skills Builder are running a pilot with some universities in the UK, looking at their engagement with our Universal Framework: https://www.skillsbuilder.org/universal-framework. We are looking to grow the pilot further in the next academic year but I'm sure there will be some really useful insights gathered that we could share. I would also check out our 2022 Essential Skills Tracker - https://www.skillsbuilder.org/tracker-2022 - which surveyed individuals in the UK aged 18-65 to look at what the relationship is between essential skills and life outcomes such as employment and wellbeing.
Thanks
James

Neela Majumdar
Neela Majumdar

EARTHDAY.ORG firmly believes that the key to Earth’s future lies in environmental learning opportunities for youths of all ages and backgrounds to develop them into informed stewards of the environment. Considering the grim conclusions presented by the 2021 Intergovernmental Panel on Climate Change, which prompted the UN Secretary General to announce a “Code Red for Humanity”, we appeal to every country to put in place academic systems that lead youth to climate stewardship and action for the environment. This necessitates making climate education compulsory from Kindergarten to Class XII and providing an enabling environment for climate literacy to grow in our future generations. Such initiatives will also enhance their skills needed to benefit from job openings in the rapidly expanding green economy: those to conserve our natural wealth, reduce air, water and land pollution, manage waste, and foster a shift to renewable sources of energy. Our ebook Climate Literacy: Beyond the Written Word is available online on earthday.org as a resource for teachers and students: https://www.earthday.org/wp-content/uploads/2021/11/EDN_eBook-Climate-L…

Divine Foretia
Divine Foretia

To my opinion, If we truly want to transform our present education system, it is very important we start exploring and adopting new emerging trends and approaches to curriculum development and pedagogy especially those that deliver meaningful outcomes. Service learning or community-based learning for example, is a pragmatic, scalable and innovative pedagogic approach that combines learning objectives with community service in order to provide a progressive learning experience while meeting societal needs. Service learning, falls at the intersection of practical experience, community involvement, and academic study. Students apply the structured knowledge and skills acquired in the academic course while developing a project that deals with a specific social problem while working in a team. There many examples of good practice around the world.

Seema69_28
Seema69_28

Skills Friendly Cities are working to build more equitable and effective skills enabling environments for young people, at the local level, alongside the business community, education institutions and youth. They strive for conditions and collaboration among actors to positively impact a young person’s ability to acquire relevant skills or a quality job. A skills friendly city fully cultivates a collaborative ecosystem for young people ages 15-25 encompassing (1) education and training; (2) public policies and public sector efforts; (3) employers; (4) connections and matchmaking between jobseekers and employers; (5) funding and investment from public, private and other actors.
A network and collaboration of all stakeholders is required to bring about such a change at scale at all levels. Be it academia, universities, schools, businesses, civil society and Governments at local, regional and national level

James Prideaux
James Prideaux

Hi Seema,
I'd love to find out more about Skills Friendly Cities and maybe share some of the work Skills Builder Partnership are doing too. Would you be up for an online coffee and chat?
Thanks!
James

Alice Pfennig
Alice Pfennig

At the heart of everything we do as educators is producing students who are genuinely able to think in a critical way. This means helping young people to develop the skills, the courage, and the inclination to challenge, rather than confirm their own assumptions and biases, and apply this to contemporary events and issues. This is a lifelong skill that enables future leaders to make decisions the right way. If we can achieve this, we can change the world!

Seema69_28
Seema69_28

We must be better prepared for the next crisis – and the SDGs are the answer. They must be central to all recovery plans. If the pandemic teaches us anything, it is that we must be better prepared for the next crisis. In sustainability and climate terms, the SDGs provide as clear a template for global action as we will ever have. They can and must be central to all recovery plans. This is especially the case in the education sector!
AS suggested by Divine community-based learning ( SDG related projects) can be used as a scalable and innovative pedagogic approach that combines learning objectives with community service in order to provide a progressive learning experience while meeting societal and environmental needs.

Seema69_28
Seema69_28

Wide range of strategies to recover lost learning, bridge the digital divide , make education inclusive and transformative has to be prioritized as a national policy imperative and a global common good.

Paul HERVE
Paul HERVE

Le secteur de l'éducation en Afrique est le plus touché par les conflits, crise économique et sécuritaire, changement climatique et d'autres crises interdépendantes, quoi qu'il en soit, l'éducation est un outil essentiel et incontournable. Parce que c'est le principal outil qui nous permet de sauvegarder notre histoire, nos cultures, notre devoir de bons citoyens et notre avenir etc. Les conditions applicables à notre éducation en considération sont les plus terrifiantes qui soient au XXIe Siècle. Promouvoir une bonne gouvernance et une tarification efficace dans l'éducation peut nous aider à éviter les conséquences durables causées par les conflits et les crises. En mettant l'accent sur la reprise immédiate des résolutions et de législation.

Selon l'organisme spécialisés de PACO d'EDUCAF PACO, l'absence de réponse des pouvoirs publics en particulier les gouvernements africains et des institutions intergouvernementales africaine est un défi pour atteindre l'immunité collective d'ici 2030 ou d'ici 2063.

Thématique 1 Forum de discussion sur les écoles inclusives, équitables, sûres et saines
L'équipe TES
L'équipe TES
• 11 mai 2022

l'initiative de créer une assurance éducation jusqu'à l'âge de 18 ans cadre avec le principe directeur de la Thématique 1. Le projet de création d'une assurance éducation s'aligne avec l'ODD 4 et l'AGENDA 2063 et promet un impact positif sur le plan international de base sur les écoles inclusives, équitables, sûres et saines d'ici 2030, 2050 et 2063.

Conformément à ce qui précède nous recommandons de mettre l'accent sur l'innovation d'une assurance éducation comme outil de garantir de l'éducation de qualité.

https://www.linkedin.com/posts/pan-africain-consortium_urgent-le-secteu…


Please log in or sign up to comment.