Abstract
One of the key roles of UNESCO has been to promote international dialogue and reflection on the purposes and future development of education. To help ensure that the education systems and institutions are attuned to both the immediate and longer-term needs of learners and the world community, UNESCO has adopted a three pronged approach:
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1.
Gather and analyse quantitative and qualitative data on the status and development of education nationally and globally, and issue regular reports on the existing situation in terms of trends in education legislation, policy, programmes, innovations and challenges
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Promote the exchange of views, ideas, research and discussion at the highest political and intellectual level both on specific issues and general trends in the development of education
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3.
Foster global reflection, dialogue and action on regarding education for the future in the light of social, economic and political challenges facing the global community and national education authorities.
What kind of education is needed for what kind of society tomorrow?
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Notes
- 1.
On my arrival, I discovered that there was a KGB cell in UNESCO. It met every Thursday evening and reported back to Moscow.
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Members of the Commission were: In’am Al Mufti (Jordan), Isao Amagi (Japan), Roberto Carneiro (Portugal), Fay Chung (Zimbabwe), Bronislaw Geremek (Poland), William Gorman (USA), Alexandra Kprnhauser (Slovenia), Michael Manley (Jamaica), Marisela Padron Quero (Venezuela), Marie-Angelique Savane (Senegal), Karan Singh (India), Rodolfo Stavenhagen (Mexico), Myong Won Suhr (Republic of Korea) and Zhou Nanzhao (China).
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E.g. Background papers on education reform by Juan Tedesco, Director of IBE; on learning societies by Paul Belanger, Director UIE; ICT by Alan Hancock; financing education by Serge Peano, IIEP.
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The Nomura Centre for Lifelong Integrated Education, and in particular its founder Mrs. Yoshiko Nomura, articulated a philosophy of education founded on the principle of the oneness of nature and humans, a philosophy of peace and co-existence, one that stands in stark contrast with the dominant views of the West . The Centre has a strong and ongoing working relationship with UNESCO. The theme of its 40th anniversary conference held at UNESCO, Wisdom for the Survival of Humankind, encapsulates the holistic perspective of many Asian thinkers.
References
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Power, C. (2015). Education for the Twenty-First Century. In: The Power of Education. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 27. Springer, Singapore. https://doi.org/10.1007/978-981-287-221-0_6
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DOI: https://doi.org/10.1007/978-981-287-221-0_6
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