UNESCO-IESALC

Top Menu

  • UNESCO.ORG
  • Español
  • English

Main Menu

  • THE INSTITUTE
    • About IESALC
    • Mission
    • Governing Board
    • Directory
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • From #CRES2018 to #WHEC2022
      • Regional Consultation for the #WHEC2022
  • Programs
    • Research
      • Futures of Higher Education
      • Academic Mobility
      • Response to COVID-19
      • The Right to Higher Education
      • SDGs
    • Capacity building
      • Campus IESALC
      • EDS Bootcamp 2022
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Blog
  • Contact us
  • UNESCO.ORG
  • Español
  • English

logo

Higher education for all

UNESCO-IESALC

  • THE INSTITUTE
    • About IESALC
    • Mission
    • Governing Board
    • Directory
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • From #CRES2018 to #WHEC2022
      • Regional Consultation for the #WHEC2022
  • Programs
    • Research
      • Futures of Higher Education
      • Academic Mobility
        • Virtual Student Mobility
      • Response to COVID-19
        • Reopening maps
      • The Right to Higher Education
      • SDGs
    • Capacity building
      • Campus IESALC
      • EDS Bootcamp 2022
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Blog
    • Public goods, common goods and global common goods: a brief explanation

      10 April, 2022
      0
    • Heightened focus on education after Kazakhstan’s deadly protests | Times Higher Education

      29 January, 2022
      0
    • Transforming the futures of higher education with and for youths

      23 January, 2022
      0
    • UNESCO IESALC hosts students from IE university to undertake a capstone project

      21 January, 2022
      0
    • Higher education on hold at home, students stranded abroad | University World ...

      14 January, 2022
      0
    • Past, present and future of higher education in the world

      16 December, 2021
      0
    • Webinar release – Launch of the report Pathways to 2050 and Beyond. Results of ...

      26 November, 2021
      0
    • Virtual student mobility for a post-pandemic world

      3 November, 2021
      0
    • Higher education in Latin America and the Caribbean, present and future

      19 October, 2021
      0
  • Contact us
Futures of Higher Education
Home›Futures of Higher Education›Reflections on a new educational social contract

Reflections on a new educational social contract

By Claudia Delgado Barrios
17 March, 2022
1880
0
Share:

Dialogues for a New Social Contract for Education. Options for Reimagining Our Futures Together, coordinated by Fernando M. Reimers; foreword by Stefania Giannini, Assistant Director-General for Education, UNESCO.

The book Dialogues for a New Social Contract for Education. Options for Reimagining Our Futures Together (available in Spanish) collects the reflections of several educational leaders in relation to the report Reimagining Our Futures Together. A New Social Contract for Education, by the International Commission on the Futures of Education 2021. This report is the result of three years of work by the International Commission on the Futures of Education, at the request of UNESCO. The report states the need for a new social contract for education and invites a broad and participatory dialogue among diverse actors in each jurisdiction, community and educational institution to achieve it. It points out that the translation of the guidelines contained therein into specific strategies for the transformation of the educational culture will require a process of co-construction with local actors, the result of an inclusive and democratic dialogue.

This book, coordinated by Professor Fernando Reimers, who was one of the members of the commission, compiles the experiences of a variety of leaders in Ibero-America who have already used the report ‘Reimagining Our Futures Together’. Such a compilation is useful as it will allow others to learn from these early experiences in using the report, and perhaps inspire other educational leaders to use it to promote the kind of dialogues the report itself invites.

Stefania Giannini, Assistant Director-General for Education, UNESCO

In order for the experiences to reflect the diversity of dialogues that the report considers necessary, Reimers invited people with diverse roles in various educational institutions to participate in this project: governmental educational authorities, university leaders, educational civil society organizations leaders, international organizations and school networks. The institutions in which they work are located in Argentina, Brazil, Colombia, Ecuador, Spain, the United States, Mexico, Portugal, Uruguay and Venezuela. “Their reflections refer both to ongoing processes of educational change, prior to the publication of the report, from which they derive lessons related to the report’s proposals, as well as to processes initiated as part of the process of preparing the report and subsequent to its publication,” explains Reimers.

UNESCO-IESALC participates with a chapter on the Latin America and Caribbean Consultation on Higher Education, written by Francesc Pedró, Victoria Galán-Muros and Alep Blancas. The chapter explains how the regional consultation is generating a collective dialogue around the challenges and opportunities for the next decade presented by the ten key themes of the World Higher Education Conference (WHEC2022). It also highlights the importance of the consultation being inclusive, including different higher education stakeholders through three strategies.

In this same area, UNESCO IESALC has addressed the topic in Pathways to 2050 and Beyond: Results of a Public Consultation on the Futures of Higher Education, covering the multiple ways in which those futures could be.

Download the book in Spanish


  Subscribe to our newsletter   
TagsNewsPublications
Anterior

Survey will evaluate the transformation of higher ...

Siguiente

Academics will address the elimination of racism ...

0
Shares
  • 0
  • +
  • 0
  • 0
  • 0
  • 0

Artículos relacionados

  • From the CRES 2018 to WHEC 2022

    Towards #WHEC2022. Closing Webinar

    8 April, 2022
    By Claudia Delgado Barrios
  • Equity and InclusionFrom the CRES 2018 to WHEC 2022

    Cultural stereotypes and lack of support prevent Eastern African women from advancing in higher education

    19 May, 2022
    By Claudia Delgado Barrios
  • NewsPublications

    Launch of the 2020 Annual Report

    2 June, 2021
    By Yara Bastidas
  • News

    Reimagining equitable access to international student mobility | studyportals.com

    23 November, 2021
    By Yara Bastidas
  • BlogFutures of Higher Education

    Transforming the futures of higher education with and for youths

    23 January, 2022
    By Yara Bastidas
  • Covid19News

    “Higher education in Ibero-America in times of pandemic. Impact and teachers’ responses”

    6 July, 2021
    By Yamel Rincon

  • News

    Open call for submissions for volume 33 nº 2 (July-December 2021) of the journal Higher Education and Society – ESS

  • News

    IESALC report on academic mobility contributes to the construction of indicators

  • RecognitionWebinar

    Forum virtuel La nouvelle convention régionale: défis et opportunités de sa mise en œuvre

 

  • 20 May, 2022

    WHEC2022 set a roadmap for higher education for the next decade

  • 20 May, 2022

    Joint research aims to transform the current higher education digital landscape in the LAC region

  • 19 May, 2022

    UNESCO IESALC and Times Higher Education launch report on universities’ contribution to gender equality and women’s empowerment Part 2

  • 19 May, 2022

    The right to higher education approached through a social justice lens

  • 19 May, 2022

    Cultural stereotypes and lack of support prevent Eastern African women from advancing in higher education

COVID-19 AND HIGHER EDUCATION

  • Report reveals the state of higher education two years on from the disruption of Covid-19

    By Claudia Delgado Barrios
    18 May, 2022
  • New report unveils financial aid measures taken in the region for higher education students during the pandemic

    By Yamel Rincon
    16 July, 2021
  • Closing now to reopen better tomorrow? Pedagogical continuity in Latin American Universities during the pandemic

    By Yamel Rincon
    12 July, 2021
  • COVID-19: Monitoring the state of higher education in Latin America and the Caribbean

    By Sara Maneiro
    12 July, 2021

UNESCO IESALC applies a zero tolerance policy against all forms of harassment

OUR NEWSLETTER

  Subscribe to our newsletter   

FOLLOW US

  •   Facebook
  •   Twitter
  •   Linkedin
  •   Instagram
  •   Youtube
  • © UNESCO IESALC 2021
  • Disclaimer of use
  • Privacy Policy
  • Opportunities
  • Contact us