In the framework of the 41st General Conference of UNESCO, on Wednesday 10 November at 13:30, from UNESCO headquarters and live online, Catesco attended an event of special relevance for the education community: the launch of the new report of the International Commission on the Future of Education, “Reimagining Our Futures Together: a new social contract for education”. This report represents UNESCO’s new positioning of what the future of education should be, with a view to 2050, and has the status of the Faure Report (1973), the Delors Report (1996) or Rethinking education: towards a global common good? (2015).

Continuing its leadership role in the global debate on the future of education, UNESCO launched its Futures of Education initiative at the United Nations General Assembly in New York in September 2019. Chaired by the President of the Federal Democratic Republic of Ethiopia, H.E. Ms Sahle-Work Zewde, an international commission of thought leaders from the worlds of politics, academia, the arts, science, business and education undertook a broad and inclusive global engagement effort involving educators, youth, researchers, governments, business and civil society.

In this participatory stage, Catesco and the collective Fòrum Futurs de l’Educació, promoted between Catesco and the Bofill Foundation, contributed with a report on how to build the future of education based on lessons learned from the Escola Nova 21 partnership. It also highlighted the implications for education policy and the proposed Plan 2030 for Updating the Education System, which was presented in October 2020 with the Bofill Foundation.

Reed the press release here

The report

The new global report bases its proposal on the need to establish a new social contract for education, based on a shared vision of the public purpose of education. This social contract is based on two founding principles: the right to quality education for all and throughout life, and the understanding that education as a collective, public task, and as a common good, must contribute effectively to the realisation of sustainable, just and peaceful futures.

Furthermore, the report, in the face of the current global challenges facing humanity, identifies the emerging disruptions with the most significant implication on education: the planet and climate change (planet), democratic and human rights regression, frenetic technological development and the relationship with Artificial Intelligence. Therefore, it makes 5 proposals for renewing education where, among others, it highlights the cooperative and collaborative nature that education and the teaching profession should have, as well as the emphasis that should be placed on ecological, intercultural and interdisciplinary learning, which helps students to access and produce knowledge, and at the same time develop their ability to criticise and apply it, and highlights the role that schools and educational ecosystems should play to become “models of the futures to which we aspire”. Finally, the report ends with 2 calls to action: a call for research and innovation and a call for global solidarity and international cooperation, to engage everyone in a social dialogue, to rethink and act together, and to reimagine our futures together.

Read the executive summary
Reed the report

The launch event

The launch event

“To transform the world, education must be transformed”