GENEVA, Switzerland.
Important discussions at the UN, Geneva, show that the role of civil society in favor of education is alive. From Geneva, Berta Marco, reflects on this topic
Following the formulation of the sustainable development goals that set the Post-15 Agenda, as well as its proposal to mobilize all forces available to achieve the goals by 2030, through alliances at all levels, several important statements highlighted the role of civil society. They paid special attention to goal 4, on education. After this process, it appears there is an increased awareness that education is the key to the desired change.
A cocktail with very different ingredients
Thinking about education today requires deepening into several elements that give shape to key concepts such as inclusivity, quality, rights, freedoms, etc. Education is no longer an issue of instruction, that is, of programs and content, and we need to move into fields that have to be adequately clarified: the concept of education from the perspective of education for all, the right to education, freedom of choice, etc.
The simple formulation of goal 4 reveals the breadth of what we want to achieve, followed by carefully stated objectives: "Ensure inclusive and quality education for all and promote lifelong learning.” The Incheon Declaration (Unesco, 2015) focuses on education the success of the other sixteen goals for sustainable development: "Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed sustainable development goals.” In this same document it is stated that education is a public good, and that inclusion and equality in and through education are the basis of a transformative process.
We are facing a vast field that requires the theoretical construction of underlying concepts that will later allow a constructive dialogue. With the help of the Special Education Rapporteurs and other specialized groups, currently active NGOs in Geneva, specialized in these issues, are generating circles of people who can get to promote educational processes in line with local and global demands, first acquiring a language that allows them to state a good diagnosis that will lead them to act.
With our mind in the present moment
Recently, one of the guest speakers at a panel of experts said that today we have to de-construct what is learned to re-conceptualize it and adapt it to the present time. And the speaker gave the following example: the distinction between "public good" and "common good" as applied to education. The second expression is superior to the first one because it adds something, has a moral undertone, and is directed to all without distinction. The "common good" mobilizes all forces in education, all constituencies and politics. It implies that all knowledge be available to all citizens of the world. One could do the same with so many other concepts; not ignoring their deeper meaning.
Along the lines of of activating the role of civil society in education, on April 28 a panel of high-level experts was held in Geneva: "Education of the XXI century: A common good?” The event was held at the Salle des Évenements del Palais des Nations. The following experts spoke: Georges Haddad, Professor at the Sorbonne; Alfred Fernandez, Director General of OIDEL; Kishore Singh, hitherto Special Education Rapporteur at the UN, Geneva; and Luisa Ribolzi, Professor of Sociology of Education, candidate to Rapporteur. Representing the Teresian Association, Julia María González and Berta Marco attended the event. The Panel had two specific working documents: Repenser l'éducation (Unesco, 2015) which, according to the speakers, presents a new paradigm, and Indice de liberté d'enseignement (OIDEL/Novae Terrae, 2016) to measure the participation of civil society in education.
Rethinking education in the light of real freedoms
Repenser l'éducation is a text with a humanistic background which underlies world, cultural, and social changes affecting education. Very clear and easy to read, with only four chapters: 1. Sustainable development, the central concern; 2. Reaffirm the humanistic approach. 3. Education policy in a changing world. 4. Education, a common good?
The second publication (Indice de Liberté D'Enseignement. Rapport Mondial 2015/16) is the outcome of research. It starts from a conviction: An educational system is good if it respects human rights; it is very strict with the international guidelines. It has a good methodological design, data collection, and final analysis of the situation of educational freedoms in 136 countries, covering 94% of the world population.
Berta Marco, from Geneva