Thematic Notes No.

4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

Thematic Notes No.4

Curriculum On The Move

Ten points on the futures of education

InclusionIBEin education
by Renato Opertti, Carlos Bueno and Perrine Arsendeau
Senior Expert

Renato Opertti
Thematic Notes No. 4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

INTRODUCTION TEN POINTS ON THE FUTURES OF

The transformation of education and EDUCATION
education systems moves societies in the First, the dilemma arises whether the
south and north in the search for answers challenge faced by countries in a variety of
that allow them to contribute to reimagine contexts implies rebuilding better again or
and delineate a better future. whether to build better towards the future
Conversations around building a futuristic (Reimers & Opertti, 2021). To a large extent,
education is gaining ground because among what is under discussion is whether the
other fundamental issues, it is increasingly search for a better education refers to the
recognized that the present - in its current pre-pandemic state of the educational
state - condemns us to an unsustainable system or if it supposes to delineate an
future for the well-being, integral and education qualitatively different from that
balanced development of people and existing in pre-pandemic, even implying the
communities, and that seriously debate of visions, strategies and practices
compromises the future of the younger that are a reference for many countries
generations. (Opertti, 2020; 2021). A more sensitive and
oriented vision towards the future, at least
A recent education forum called RewirED with the same intensity as the present,
Summit, organized by Dubai Cares – a allows us to place ourselves facing the
global philanthropic organization based in challenge of a profound programmatic
the United Arab Emirates – in coordination transformation in the light of educating the
with the Ministry of Foreign Affairs and new generations.
International Cooperation of the United
Arab Emirates (MoFAIC) and under the Secondly, the awareness that the
framework of a broad partnership of transformation of education is a planetary
international institutions – including issue that implies understanding,
UNESCO, UNICEF, OECD and World Bank – congenializing and advancing on the basis
delved into considerations about the of weighing global and local challenges,
future of education that we will analyze contexts and realities as inextricably
below. We identified ten points that linked. Certainly, this implies the
emerge from some of the discussions that reaffirmation of a proactive multilateralism
took place in Dubai, and that can help that assumes the responsibility of
inform the debate on the futures of promoting renewed ways of collaborating
education (Dubai Cares, 2021a; 2021b). in the light of strengthening education as a
human right, a global common good, a
priority issue in politics and policies and
crucially, implies profound innovations with
adequate programmatic support and
Conversations around building a futuristic financing (UNESCO, International
education is gaining ground because among Commission on the Futures of Education,
other fundamental issues, it is increasingly 2021).
recognized that the present - in its current
state - condemns us to an unsustainable Thirdly, it is the need to rethink the skills
future for the well-being, integral and that new generations have to develop in
balanced development of people and order to lead, act proactively and assume
communities, and that seriously responsibilities for their individual and
compromises the future of the younger collective futures. This means identifying,
generations integrating and establishing the synergies
between the personal, interpersonal, social
and digital competences that are developed
throughout the entire educational and

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Thematic Notes No. 4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

curricular proposal, from early childhood Sixth, assume the changes that are taking
education onwards, as a unitary, coherent place in the ways of understanding and
and progressive whole. A set of universal considering students as people. Among
attributes that define competencies such as other things, this involves listening to and
autonomous thinking, creativity and engaging younger generations in
resilience, have inescapable historical, reimagining the transformation of
cultural and local anchors, which far from education by strengthening their role as
distorting them, give them a clear sense so agents of change. The recognition of intra-
that they are appropriated by diversity of generational diversity is fundamental not
students in multiplicity of circumstances only to generate spaces and opportunities
and contexts. that best tune in with their aspirations and
inspirations, but also to assume the
Fourthly, the strengthening of educational necessary and healthy role in order to
and curricular proposals that mainstream exercise freedom of curricular choice, that
STEAM (Science, Technology, Engineering, is, the puzzle of the issues that most interest
Art and Mathematics) within the them to internalize, produce, exchange and
framework of humanist values and visions. disseminate knowledge.
Certainly, the pandemic has made us see
the need to deepen an integral and solid Seventh, the recognition that, during the
formation in sciences and, likewise, it has pandemic, massive learning losses have
taught us that this formation must be occurred in fundamental literacies such as
anchored in ethical and humanistic oral and written productions, the
references sustained on caring and healthy resolution of mathematical problems
conceptions of life in society. The crossed contextualized to everyday life and the
and fruitful dialogues between the basic understanding of science topics that
humanities and the sciences – for example, serve as support for informed individual
with regard to themes linked to pandemics, and collective decision-making. Certainly,
climate change and digital transformation – these losses will have severe effects on the
have to permeate the educational and well-being and development of younger
curricular proposals within the framework generations in the short, medium and long
of a conception of lifelong learning. term. Likewise, remedial action on learning
losses should not be sustained on
Fifth, the need to discuss, develop and educational and curricular proposals that
demonstrate that the transformation of remain frozen in the pre-pandemic era, but
education implies fluid and powerful try to promote a profound renewal of them
connections among the processes of on the basis of rethinking the relationships
teaching, learning and assessment as an between key concepts and essential
integrated whole, and that, in particular, it contents in which it aspires to educate the
involves repositioning assessment as new generations.
supporting learning in curricular proposals
and developments. They cannot be Eighth, overcoming the set of approaches
separated as they are inextricably linked that rival the pros and cons between face-
and alone cannot be sustained. This implies to-face and virtual environments, which
that, on the one hand, the educational are visualized and managed as separate
system as a whole embraces a unitary and spaces without communicating vessels.
robust educational vision that permeates Alternatively, it is about moving towards
these processes, and on the other, that hybrid modes of teaching, learning and
teaching in its multiple formats makes assessment that represent a renewed way
sense from learning. of understanding and positioning education
within the framework of a social
experimentation on educational

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Thematic Notes No. 4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

innovations that is taking place on a global Tenth, the reaffirmation that educational
scale (Reimers & Opertti, 2021). systems are based on their unavoidable
role of conferring and providing each
Within this framework, the digital student with a personalized opportunity to
transformation of education is increasingly learn whatever the contexts,
appreciated, based on varied and circumstances, capacities and motivations
complementary uses of diversity of of each of them. Among other fundamental
technologies, as potentially aspects, this implies strengthening the
transformational and equalizing learning capacity to convene and work among a
opportunities. Technologies in hybrid diversity of institutions and actors to agree
modes democratize knowledge and and substantiate the achievement of
learning by making it easier for educators common objectives. Under this imprint,
and students to come together in giving educational systems must ensure that each
effect to pedagogies based on the principles student can benefit from excellence in
of cooperation and collaboration (UNESCO, teaching customized to the specificities of
International Commission on the Futures of each context. In any case, it is imperative to
Education, 2021). count, among other things, on quality and
timely information so that educators can
make decisions based on a culture of
evidence to ensure that every learner
matters equally.
Sixth, assume the changes that are taking
place in the ways of understanding and CONCLUSION
considering students as people. Among In short, the ten points identified on the
other things, this involves listening to and futures of education are possible ways to
engaging younger generations in approach the transformation of education
reimagining the transformation of from a systemic, progressive and
education by strengthening their role as sustainable perspective.
agents of change.

Ninth, the resignification of educational

centers, as indicated by the International
Commission on the Futures of Education
(2021), must be preserved as privileged
educational spaces, but at the same time
reinvented in order to better promote the
transformation of the world towards
forging a more just, equitable and
sustainable future. The reinforced role of
the educational center would seem to be
oriented towards its consideration as
community learning centers that map,
congenial and integrate formal, non-formal
and informal learning spaces that, while
removing institutional barriers between
them, facilitate the involvement of
educators, students, families and
communities in their ideation and
concretion (Reimers & Opertti, 2021).

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Thematic Notes No. 4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

Dubái Cares (2021a). RewirdEd at a Glance.

Dubai Cares: Dubái. Recuperado de:
https://www.rewired2021.com/

Dubai Cares (2021b). Rewired Global

Declaration Connectivity of Education.
Dubái Cares: Dubái. Recuperado de:
https://en.unesco.org/futuresofeducation/
sites/default/files/2021-
12/Rewired%20Global%20Declaration%20
on%20Connectivity%20for%20Education.p
df

Opertti, R. (2020). Insights de la

transformación educativa. 10 claves para
transformar la educación POST-COVID.
Compartir: Bogotá. Recuperado de:
https://santillanacompartir.com.uy/insight
s/

Opertti, R. (2021). La educación en tiempos

de repienso planetario. Montevideo:
EDUY21/ ITAU Fundación.

Reimers, F. R. Opertti (2021). Aprender a

reconstruir mejores futuros para la
educación.
Lecciones de la innovación educativa
durante la pandemia de COVID-19. Ginebra:
OIE-UNESCO. Recuperado de:
http://www.ibe.unesco.org/sites/default/fi
les/resources/aprender_a_reconstruir_un_
mejor_futuro_de_la_educacion.pdf

UNESCO, Comisión Internacional sobre los

Futuros de la educación. (2021). Reimaginar
juntos nuestros futuros. Un nuevo contrato
social para la educación. París: UNESCO.
Recuperado de:
https://unesdoc.unesco.org/ark:/48223/pf
0000379381_spa

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Thematic Notes No. 4 • Ten Points on the Futures of Education • #CurriculumOnTheMove

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#CurriculumOnTheMove

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