The Transformative Learning blog asks:
Does the GEM 2016 report signify a change from the dominant neo-liberal agenda that sees education as an extension and a driver of the globalizing economy and the its push for infinite growth, innovation and expansion?
The short answer must be No, at least nowhere near where I live. My local primary school is more concerned with more godly matters, and the national government's education depart has remained silent on GEM as it's far too busy selling the daft idea of grammar schools for all – no doubt with an eye on PISA scores and international league tables. It quite seems to have forgotten that it was a Conservative government that got rid of these schools under pressure from its MPs whose middle class voters couldn't get their Simones and Simons into them.
The Transformative Learning blog tries hard to be even-handed about this question, and it's worth reading in full; the author is, after all, an UNESCO outsider-insider and had a better grasp of UN processes and semantics that most people I know. Here's a flavour of what the blog is saying:
"If you are looking for confirmation of replication and affirmation of this [neoliberal] agenda you will find it ..., however, if you look for a shift in the common discourse, you will also find it. Below I have done some cherry-picking of my own by selecting some key messages that I think represent a counter narrative and a potential shift away from business as usual. Here are my cherries from the GEM2016 report, and believe me, some of them are quite radical and signify a departure form standard UN rhetoric:
Current models of economic growth cause environmental destruction
For education to be transformative in support of the new sustainable development agenda, ‘education as usual’ will not suffice.
Education cannot fight inequality on its own. Labour markets and governments must not excessively penalize lower income individuals. Cross sectoral cooperation can reduce barriers to gender equality.
A whole-school approach is needed to build green skills and awareness. Campaigns, companies, as well as community and religious leaders must advocate for sustainability practices. Non-formal education and research and development should also help solve global environmental challenges.
Expand education on global citizenship, peace, inclusion and resilience to conflict. Emphasize participatory teaching and learning especially in civic education. Invest in qualified teachers for refugees and displaced people, and teach children in their mother language. Incorporate education into the peacebuilding agenda.
Distribute public resources equitably in urban areas, involving the community in education planning.
Mobilize domestic resources, stop corporate tax evasion and eliminate fossil fuel subsidies to generate government revenue for fundamental needs such as education and health.
Include education in all discussions on urban development. Improve and fund urban planning programmes and curricula to include cross-sector engagement and develop locally-relevant solutions.
Promote the value of indigenous livelihoods, traditional knowledge and community-managed or -owned land through actions such as land conservation and locally relevant research.
Engage community elders in curricular development and school governance, produce appropriate learning materials and prepare teachers to teach in mother languages.
Incentivize universities to produce graduates and researchers who address large-scale systemic challenges through creative thinking and problem-solving.
Promote cooperation across all sectors to reduce policy-related obstacles to full economic participation by women or minority groups, as well as discrimination and prejudice that also act as barriers.
Support multistakeholder governance for the sustainable management of natural resources and of public and semi-public rural, urban and peri-urban spaces."
Now read on ...
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