NN40, May 2008
Education for Sustainable Development? Or The Sustainability of Education Investment? A Special Issue
Financing Education: Thinking Holistically Toward Skills Development Beyond Basic Education
By Derek Elias and Joel Bacha, UNESCO Bangkok
Email: d.elias@unescobkk.org and j.bacha@unescobkk.orgKeywords
Education Financing, post-primary education, Education for Sustainable Development, Education For All
Summary
This article explores the interrelationship between Education for Sustainable Development and Education For All and initiates discussion on the implications of the combined intended effects of these two education mandates in terms of financing education into the future.
The interrelationship between the growing global recognition and priority accorded to both Education for Sustainable Development (ESD) and Education For All (EFA) is arguably worth a more close examination than perhaps has been accorded it so far. While both of these universal education initiatives are coordinated by UNESCO, it is perhaps timely to initiate discussion on the implications of the combined intended effects of these two education mandates in terms of financing education into the future. What is the current state of education financing? How will it change to continue promoting sustainability in the long-term? What are the implications for the future of education financing and prioritization of countries? educational needs as ESD and EFA progress?
The challenges for post-primary education
Clearly as EFA, at least in terms of its quantifiable goals, makes progress towards universal primary education and increased access, then demand for the provision of secondary education will escalate and continue to do so in developing countries. What will the impact of this increased demand for post-primary education be? Where will these educated young people go and what will they learn in terms of skills for employability? How can the skills provided by post-primary education programmes be matched with both the needs of the labour market and sustainable development? These are some of the major questions arising as progress continues toward universal primary education and the need for relevant post-primary education increases. At the core of these questions, one issue exists ? how the demand for quality education and relevant ?life skills? will be met. This issue lies at the heart of the relationship between EFA and ESD.
In the Asia-Pacific region, most countries have yet to seriously grapple with the challenges posed by EFA Goal 3: meeting the diverse needs of young people and adults through organized programmes of education, training and the building of basic skills, life skills and livelihood (UNESCO, 2007). As noted in the subregional synthesis reports for the EFA Mid-Decade Assessment among South East Asian countries, several needs still exist with regard to meeting the skills necessary to respond to labour and market demands. These revolve around the design of relevant Technical and Vocational Education and Training (TVET) programmes that match demand, and allow for all learners, especially women and disadvantaged groups, to access and participate in training and life skills programmes.
Trends and benefits of linking EFA-ESD in the area of skills
The quest for improved quality of education is clearly the aim of both EFA and ESD. The strategic paths by which they set out to achieve these goals through skills development are somewhat different, although there is convergence. Under the Dakar Framework, EFA traditionally promotes the development of cognitive skills such as literacy and critical thinking. Also in the area of EFA, through TVET, skills have focused on specific technical areas such as cooking, mechanics and computer literacy, whereas ESD adds to EFA and TVET what are being called soft skills, such as reflective/systemic thinking, interpersonal and emotional skills; skills which are being seen as more and more important for quality participation and contribution to the work environment.
In a knowledge society where ESD is an integral component, an employee?s competency profile should include work-related generic skills intimately associated with sustainability. These skills focus on the capacity to apply knowledge and technology in an integrated way in work situations rather than being specific to work in particular occupations or industries. These sets of generic skills are, therefore, not only essential for effective participation in work, but are also essential for critical thinking towards sustainable development and effective participation in society more generally (UNEVOC, 2007).
Recent workshops hosted by UNEVOC with the support of UNESCO Bangkok have begun to elaborate in more detail the potential to bring the world of business and learning much more closely together, particularly through the lens of sustainability. Labour markets are increasingly searching for TVET graduates who have the ability, for example, to work as a team member, possess skills related to good communication, interpersonal relations, problem-solving, quality awareness and readiness to innovate. It is felt that these competencies have an important effect on good citizenship/social behaviour and add to the elements of, not only an outstanding company image, but leadership and management for sustainable development (UNEVOC, 2007).
Financing trends and some practical steps
According to high-level discussions in Paris on the topic of future ESD-EFA coordination, there is ?seen to be ?added value? in linking ESD and EFA to engage the ESD and EFA constituencies in strengthening the case for increased resources and support for education and learning? (UNESCO, 2008a). Linking EFA and ESD in the area of skills may also answer some of the growing concern over aid effectiveness for education which is resulting in a fundamental shift in governance, structures and modalities of education financing. This shift, coupled by the need for additional aid to reach the EFA goals by 2015, is beginning to place emphasis more on the ?harmonisation, coordination, and capacity-building for aid? (UNESCO, 2008b). In an effort to enhance the effectiveness of education aid, the Global Monitoring Report for 2009 will evaluate the impact and implications of such trends for education and the EFA goals, focusing on ?the role of aid as a catalyst for accelerated progress and greater equity? (UNESCO, 2008b).
In light of these trends, how can the need for holistic skills development through EFA and ESD be brought to the surface through evaluation processes to gain recognition for donor support? The following include possible recommendations to support the emergence of such joint EFA-ESD aid efforts:
? Map ongoing quality education and skills initiatives at the national level. Identify how these activities link to both EFA and ESD, in practical terms, to promote funding for holistic skills development.
? EFA-ESD constituencies have the opportunity to collaborate in an effort to identify skills needs that EFA, TVET and ESD can work to enhance through the comparative advantages in their programmatic philosophies and structures.
? Link EFA and ESD programmes at the national level by sharing lessons learned in the area of skills among the National EFA Forum and National ESD Committee.
Final remarks
In an era of education finance reform, it is important for donors, governments and organizations to reflect upon the underlying purpose of education and how to utilize aid effectively to steer education initiatives toward relevant learning at all levels. As 2015 approaches, the questions emerging about financing and skills development go beyond the goals of any one initiative. The answers to these questions require programmatic collaboration among EFA-ESD constituents, focus on national sustainable development priorities and financing to promote and encourage these changes.
References
UNESCO (2007) Education for All Global Monitoring Report 2008. Education for all by 2015: Will we make it? Paris: UNESCO.
UNEVOC (2007) International Experts Meeting ? Corporate Social Responsibility and Education for Sustainable Development: Advancing the Partnership, Bonn, Germany, 6-7 November. Workshop Report.
UNESCO (2008a) EFA-ESD Dialogue: Summary in Brief. DESD Coordination Section, Division for the Coordination of UN Priorities in Education, UNESCO Paris.
UNESCO (2008b) 2009 EFA Global Monitoring Report Outline. Education for all: strengthening the commitment to Equity. Global Monitoring Report Unit, UNESCO Paris.
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