Teacher:leading in crisis,reinaging the future essay
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cue-essay-collection-coverIn September 2015, the U.N. General Assembly approved the Sustainable Development Goals that included one all-encompassing goal on education, SDG-4, which demands primary and secondary inclusive quality education for all by 2030.
This is a very ambitious goal. In many parts of the developing world, too many are left behind by not having access to school or learning the basics. Of the 121 million out-of-school children and adolescents in low- and middle-income countries, one-sixth of children did not complete primary school and one-third of adolescents did not complete lower secondary. Thirty percent of countries still do not have gender parity in primary and 50 percent do not have it in secondary.
Worst of all, 250 million children cannot read, write, or do basic arithmetic, although many of them have been in school for some years. “Schooling Ain’t Learning” states the subtitle of the excellent book from Lant Pritchett, “The Rebirth of Education,” which analyzes the challenges the developing world faces to ensure improvements in literacy and numeracy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has described it as the Global Learning Crisis.
To make matters worse, the demand for skills is migrating to non-routine cognitive and interpersonal skills, since many jobs are being lost to automation. Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.
Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers (i.e. teachers who have received the formal education required by the country’s regulations) lack knowledge in some subjects such as mathematics, physics, and chemistry, lack adequate quantities of textbooks, and connectivity (and sometimes even electricity) is rare in school buildings. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system.
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