Formal institutional and legal reform alone is inadequate to achieve enhanced, effective international governance; attention must also be paid to engage the support and participation of global populations who international institutions serve. The foundation for a renewed United Nations must be the shared values of all those who support it, and a solid “civics” understanding of global institutions. Public education, both formal and informal, and extensive engagement through social and other media, are critical for consolidating shared values. Populations around the world must be grounded in key principles of the international order—such as peaceful settlement of disputes and universal respect for human rights— in order to uphold these principles and the relevant institutions. Lifelong learning/education is also needed for those who serve in global institutions and those who participate in international governance processes. Those devoted to tackling our global challenges will need new or evolved skills, new ways of thinking and particular qualities of evolved, ethical leadership relevant to their roles in complex, international environments.
Formal institutional and legal reform alone is inadequate to achieve enhanced, effective international governance; attention must also be paid to engage the support and participation of global populations who international institutions serve. The foundation for a renewed United Nations must be the shared values of all those who support it, and a solid “civics” understanding of global institutions. Public education, both formal and informal, and extensive engagement through social and other media, are critical for consolidating shared values. Populations around the world must be grounded in key principles of the international order—such as peaceful settlement of disputes and universal respect for human rights— in order to uphold these principles and the relevant institutions. Lifelong learning/education is also needed for those who serve in global institutions and those who participate in international governance processes. Those devoted to tackling our global challenges will need new or evolved skills, new ways of thinking and particular qualities of evolved, ethical leadership relevant to their roles in complex, international environments.
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
ENSURING INCLUSIVE & EQUITABLE QUALITY EDUCATION
Institutional change and legal reform alone are not enough to achieve effective international governance. It is crucial to acknowledge that public education, both formal and informal, as well as extensive engagement through social interactions and media discourses, are key to consolidating shared values. According to Article 26 of the Universal Declaration of Human Rights, education is an indivisible, inalienable human right which ‘shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms…it shall promote understanding, tolerance, and friendship among all nations, racial or religious groups…for the maintenance of peace’. As such, those devoted to tackling our global challenges will require critical thinking skills, innovative ways of thinking and inclusive, ethical leadership relevant to their roles in complex, international environments. Education, no doubt, is a key driver of positive transformation for the international community.
Target 4.7 of the United Nations Sustainable Development Goals (SDG) aims to, by 2030, ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’. The COVID-19 pandemic has continued to pose significant challenges to educational attainment around the world. Over 1.5 billion children found themselves out of school as many more still encounter major uncertainties in their opportunities to attain a quality education. These arise from school closures, as well as the economic impacts of COVID-19 including reduced funding for public education. Furthermore, on top of concerns of widespread disruption to education, it is crucial to address the likelihood that many students may not return, especially girls who face gender discriminatory barriers to education in certain regions.
Center for Global Development: Status of Schools as of October 2021
As the pandemic continues to progress with no clear end in sight, international organisations such as the World Bank and UNESCO have produced valuable tools to address the growing education crisis. The Global Education Recovery Tracker, launched by the World Bank, collects and displays information regarding the status of schooling, modalities of learning, availabilities of remedial education support, and the status of vaccine availability for teachers. Significantly, this tracker ‘builds upon Johns Hopkins University’s pivotal work in gathering quality data on COVID-19 cases, testing, and vaccinations, along with the strategic roles that the World Bank and UNICEF play in operational and policy support to countries during the pandemic’. Additionally, UNESCO has launched a Global Education Coalition which brings together more than 175 members from the United Nations, civil society, academia and the private sector to collaborate on initiatives that protect and promote education. Quality education has great impact in shaping an individual’s lifestyle, and will provide insight into the collective endeavours and knowledge necessary to shape a sustainable and equitable future for all.
This book’s trenchant analysis of what ails the running of the globe should be read by policymakers everywhere, and certainly by those many citizens who concern themselves with fostering a better and more functional world. Change comes slowly, but this book is a prodding catalyst.
Robert I. Rotberg, Harvard Kennedy School, author of On Governance
