There is an emerging recognition by some of the global NGOs for the urgent need to locate sustainable solutions based on inclusive collaboration that can prepare both our older and younger generations for jobs that have not yet been created, for technologies that have not yet been invented, and to solve the environmental, economic and social problems that have not yet been anticipated (OECD, 2018). These constantly changing labour market scenarios pose major policy and development challenges for all of the actors engaged in supporting, regulating and providing education/training and/or skills development for those who are already in the labour market, those who will enter the labour market in some capacity or other, those who will become our future entrepreneurs and the approximately 258 million children, adolescents and youth that comprise the Global South out-of-school population (UIS, 2019).
However, decision-making is still frequently taken based on aggregative equilibrium patterns and on attempts to control variability rather than adapt and respond to it. Consequently, the current challenge is to define a more collaborative and inclusive approach to support human capital development across local, regional and national levels. Instead of a trajectory in constant ‘equilibrium’, perhaps it is time to redefine the narrative at the global level and look to
pathways for sustainability (UN.org) that could, in the first instance, facilitate collaborative consideration of the following issues:
- Why don’t the existing information management systems and monitoring, evaluation and learning feedback loops facilitate the kind of rapid interchange of evidence-based information for donor bodies, policymakers, institutions and industry to make decisions to support the ever-changing needs of wider society?
- What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
- How can instructional systems develop these knowledge, skills, attitudes and values effectively? (OECD, 2018)
Here's a great practical example to ponder particularly in relation to Why?
According to the 2022 African Youth Survey approx.80% of young Africans see themselves as future owners of businesses and according a newly developed learning barometer CUE there are approx. 61 million African children who will reach adolescence without basic literacy and numeracy skills (Brookings Edu).
How are we going to transfer not only basic literacy and numeracy skills but STEM, learning-for-life, entrepreneurial and leadership skills to these youth and children?Given this real-world situation isn’t it time that our decision-makers and donor agencies reconsider their efforts thus far and work towards developing
pathways to sustainability that are truly collaborative and inclusive?
ReferencesBrookings Edu Too Little Access Not Enough Learning: Africa's Twin Deficit in Learning available at: https://www.brookings.edu/opinions/too-little-access-not-enough-learning-africas-twin-deficit-in-education/
OECD, 2018, The Future of Education and Skills Education 2030 available at
https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdfUIS, 2019, Fact Sheet No. 56, New Methodology Shows That 258 Million Children, Adolescents and Youth are out of School available at
http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdfUN.org, Pathways to Sustainable Development, First Belgian National Voluntary Review on the Implementation of the SDG 2030 Agenda, available at
https://sustainabledevelopment.un.org/content/documents/15721Belgium_Rev.pdf
Add to your schedule to access the video stream
