An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education
The title of this recent report from UNESCO published in 2021 is, Reimagining our futures together: A new social contract for education (UNESCO, 2021). The report is the third of its kind commissioned by UNESCO, since its foundation in November 1945. The first of these was the Faure Commission repor...
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| Format: | Article |
| Language: | English |
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University of Aberdeen, School of Education
2022-11-01
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| Series: | Education in the North |
| Online Access: | https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_2_Sustainability/9_EITN_2022_02_F5_Langdon.pdf |
| _version_ | 1811206355890995200 |
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| author | Mark Langdon |
| author_facet | Mark Langdon |
| author_sort | Mark Langdon |
| collection | DOAJ |
| description | The title of this recent report from UNESCO published in 2021 is, Reimagining our futures together: A new social contract for education (UNESCO, 2021). The report is the third of its kind commissioned by UNESCO, since its foundation in November 1945. The first of these was the Faure Commission report in 1972, Learning to Be: The World of Education Today and Tomorrow (UNESCO, 1972) followed by the Delour’s report in 1996, titled Learning: The Treasure Within (UNESCO, 1996). This most recent report has been prepared by the International Commission on the Futures of Education, led by Her Excellency Madame Sahle-Work Zewde, President of the Federal democratic Republic of Ethiopia. The consultation process took place over a two-year period, involving over one million participants, and also involved the commissioning of a series of working papers. The report goes beyond the timescale of the 2016 report, Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (UNESCO, 2016) and looks to 2050 with the aim of being able to anticipate and shape both nearer and more distant futures. |
| first_indexed | 2024-04-12T03:46:04Z |
| format | Article |
| id | doaj.art-2084d1460be047ecbb4633c5606b9eff |
| institution | Directory Open Access Journal |
| issn | 0424-5512 2398-0184 |
| language | English |
| last_indexed | 2024-04-12T03:46:04Z |
| publishDate | 2022-11-01 |
| publisher | University of Aberdeen, School of Education |
| record_format | Article |
| series | Education in the North |
| spelling | doaj.art-2084d1460be047ecbb4633c5606b9eff2022-12-22T03:49:08ZengUniversity of Aberdeen, School of EducationEducation in the North0424-55122398-01842022-11-01292146154https://doi.org/10.26203/dcm1-e019An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of EducationMark Langdon0University of West of Scotland, ScotlandThe title of this recent report from UNESCO published in 2021 is, Reimagining our futures together: A new social contract for education (UNESCO, 2021). The report is the third of its kind commissioned by UNESCO, since its foundation in November 1945. The first of these was the Faure Commission report in 1972, Learning to Be: The World of Education Today and Tomorrow (UNESCO, 1972) followed by the Delour’s report in 1996, titled Learning: The Treasure Within (UNESCO, 1996). This most recent report has been prepared by the International Commission on the Futures of Education, led by Her Excellency Madame Sahle-Work Zewde, President of the Federal democratic Republic of Ethiopia. The consultation process took place over a two-year period, involving over one million participants, and also involved the commissioning of a series of working papers. The report goes beyond the timescale of the 2016 report, Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (UNESCO, 2016) and looks to 2050 with the aim of being able to anticipate and shape both nearer and more distant futures.https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_2_Sustainability/9_EITN_2022_02_F5_Langdon.pdf |
| spellingShingle | Mark Langdon An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education Education in the North |
| title | An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education |
| title_full | An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education |
| title_fullStr | An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education |
| title_full_unstemmed | An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education |
| title_short | An educational framework for a post-capitalist world? A review of the 2021 report from UNESCO's International Commission of the Futures of Education |
| title_sort | educational framework for a post capitalist world a review of the 2021 report from unesco s international commission of the futures of education |
| url | https://www.abdn.ac.uk/education/documents/journals_documents/Volume_29_Issue_2_Sustainability/9_EITN_2022_02_F5_Langdon.pdf |
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