Towards a Global Community
This book is the outcome of a global project undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. Stage 1 of the project involved the analysis of vision statements from leading Australians and the results of the1998WEFWorldConferenceinTasmania(seeCampbell,W. J(Ed. )CreatingOur Common Future: Educating for Unity in Diversity. Paris: UNESCO-WEF-Berghahn Books, 2001). Towards a Global Community: Educating for Tomorrow’s World describes the outcomes of the more comprehensive study undertaken under Jack Campbell’s le- ership on behalf of WEF. The ?rst three chapters of this book provide a picture of the type of community that leaders from a diversity of nations and cultures, mainly but not exclusively from the Asian-Paci?c region, see as preferred global futures, and the attributes that need to developed through education “to empower young people to live well both as individuals with unique potentials worthy of ful?lment, and as responsible members in a very diverse and restless global community. ” Inthesecondpartofthebook,thefocusshiftstothewaysinwhicheducationcan contributetothedevelopmentoftheattributesdeemedtobeessentialtotherealisation ofthetypeofglobalcommunitysoughtbyparticipantsintheWEFstudy. ColinPower focuses on a quality basic education for all as an essential pre-condition for the creation of a just and peaceful global community, while Margaret Henry emphasises the importance of attending to the developmental needs of young children in getting the foundations right. Then Abraham Blum provides an overview of education for sustainable development, while Richard Bawden shows what is and needs to be to provide a secure and sustainable source of food for all.
This book provides education policy makers with evidence to support programs that addresses the major challenges that education systems will need to face in the next decadeThe book focuses on the attributes/outcomes that education systems need to give greater attention to in the futureIt contains case studies of major policy and curriculum reforms in basic education, early childhood education, education for sustainable development, values education and social justice, conflict resolution and peace, and educating world citizensIt builds on and extends the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report)