Acerca de la consulta pública

Esta consulta públicas es parte del proyecto Futuros de la Educación Superior que busca estimular el pensamiento y las ideas creativas sobre el futuro de la educación superior hacia  2050 y más allá. El proyecto adopta una perspectiva global, alimentando los debates en torno al papel de la educación superior como parte de la iniciativa más amplia de la UNESCO sobre los futuros de la educación, mediante consultas con expertos en educación superior, el público en general y los jóvenes.

• Report release based on the public consultation: Pathways to 2050 and beyond: Findings from a public consultation on the futures of higher education.
• 1,199 valid responses of people from 97 countries worldwide
• Answers Spanish, English, French, Portuguese, and Chinese.
• 4 questions exploring people’s opinions about their hopes and concerns, and the role of higher education should play by 2050.

Methodology

Respondents

Respondents distribution

Caminos hacia 2050 y más allá

This public consultation identified four pathways to the future which had the broad agreement of respondents and/or where multiple respondents expressed themselves similarly. They are linked to people’s expectation for higher education in 2050, and the subsequent calls for action.

To provide opportunities for all, access to higher education must be expanded and should be affordable. What is taught in higher education and how it is taught should be adapted to individuals and driven by student choice.

Engagement in society and communities should become more integral to education/teaching and research/science. The core functions of higher education must become more relevant to societal and community needs.

Sustainability should be at the core of everything higher education does through an orientation that is both global and local. Higher education has an urgent responsibility to address environmental, climatic, and other global challenges.

Higher education has a pivotal role in researching, developing, and sharing new technological developments, as well as research and innovation on their use and impact. Technology will increasingly impact teaching in higher education.

Quality of life

Quality of life

[My hope for 2050 is] “Good health and wellbeing, safe and secure, and sustainable future”
46-60/Male/Bhutan/Public sector worker in a field related to higher education.

Social Change

Social change

[My hope for 2050 is] “That we will have a new generation more concerned with making necessary changes happen... people with greater understanding and care for the planet”.
31-45/Female/Brazil/Private sector worker in any other field.

Care of the environment

Care of the environment

“I hope that humans can reach more goals of sustainable matters, like good education, climate change solutions and coping with global cultural young generational change.”
46-60/Female/Germany/School teacher, staff, manager.

Development of technology

Development of technology

[I would like higher education in 2050 to be] “Technologically driven and addressing humanity’s needs and challenges”
31-45/Male/Zimbabwe/Unemployed

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Educación superior en 2050

Higher education for all

Higher education should represent and be driven by social justice, it needs to be real for everybody. As a human right higher education should be available and affordable for all students who are willing to be part of it. Yet widening access to higher education should not in any way diminish its quality. It is necessary that higher education becomes more contextualized to the current global challenges be practical and experiential to include various academic and cultural experiences.

Student-centered

Students in higher education should be able to make academic and career choices based on their interests. Universities should allow students to co-create the curriculum whereas teachers would be adaptive to the changing demands. Flexible learning pathways should be provided to assist lifelong learning and motivate students to engage in real-life problem solving.

Organization of knowledge

Higher education should dedicate its knowledge transfer and practices around skills for life and skills for responsible citizenship. It should promote diverse knowledge and ways of knowing, teaching and learning. Higher education institutional practices should be underpinned by innovative research. The acquired knowledge should allow students to develop skills to contribute to local socioeconomic development: topics such as innovation, entrepreneurship, ethics can contribute to this end.

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Connected at multiple levels

Higher education has a role to play beyond its institutional practices. It links to its surroundings and serves society in inclusive ways. Higher education has the mission and the capacity to improve the situation of the planet. Higher education development should be based on a global context with local essence. Higher Education has an important responsibility in the development of society in different levels: globally, regionally and locally. Higher Education should generate inclusive systems through partnership with local authorities, local industry and the formation of regional university clusters.

Llamados a la acción

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