Everyone talks about 'Education in the 21st Century':
- 21st century skills
- 21st century students
- 21st century educators
- 21st century schools
- 21st century classrooms
Strictly speaking, however, there is no 'Education in the 21st Century'.
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What 21st century?
- About 1 in 4 people live in multidimensional poverty or are vulnerable to it.
- More than 40% of the global population does not have any social protection.
- 840 million people live without electricity.
- Over one thousand million people has no drinking water and 2 in 5 people have no facilities for hand-washing.
- 43% of schools have no facilities to wash hands with water and soap (UNICEF, 2019)
- 6.5 billion people – 85.5% of the global
population – don’t have access to reliable broadband internet.
Source: UN/UNDP 2020
The 21st century is not the same for everyone.
Millions of people do not enjoy the benefits of modernity and comfort, do not have running water, toilets, electricity, decent work and housing, reading and writing, good education opportunities, basic services and basic citizenship rights.
Inequalities - within each country, between countries, between the global North and the global South - become structural: extreme poverty and extreme wealth, hyper-consumption and misery, overinformation for some and zero information for others, the illiterate and the overqualified, the connected and the disconnected.
Home-based virtual education, recommended while schools were closed because of the covit-19 pandemic and confinement, remains out of reach for half of the world's population who lack access to the Internet.
Evidently, life in the 21st century is very different for those living with less than 1 or 2 dollars a day (those living in extreme poverty) and for those participating fully in the Information Society, the Knowledge Society, the Learning Society, the Digital Society.
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What education?
There is no
education in singular, as a universal fact and as a homogeneous experience for all. There are
educations, in plural, diverse in nature, purposes and qualities, because realities, cultures, ideologies, aspirations and needs of concrete social groups are diverse. And because education is not confined to the education system; there is education in the family, in the community, at the workplace, through the media, the arts, participation, social service, etc.
Education and learning needs and experiences are shaped by specific economic, social and cultural contexts and conditions. Community, family and school education models developed historically by indigenous populations, many of which are alive in many countries, coexisting with the dominant Western models, are not only different education models; they are
alternative knowledge systems.
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Education in the 21st century?
Education in the 21st century is diverse, placed historically in this century and geographically in each specific context, and does not necessarily correspond to the '21st century' vision coming from the 'developed world'.
Millions of children, youth and adults have never used a computer and don't know what can be found behind a screen. Millions of children and youth don't know where food comes from, how to grow a potato, a lemmon, a tomato. Different types of ignorance.
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21st century skills?
Skills needed are different or have different priorities for different people in different places, cultures and circumstances. Lists of "21st century skills" circulated by international organizations are generally conceived and proposed from the North, mainly for urban realities. Several skills grouped today as "21st century skills" were previously presented as "20th century skills".
Children, young people and adults living in poverty - the majority of the world population - develop skills than enable them to survive in very difficult circumstances and to become resilient at an early age. They learn to take care of themselves and their families, to cooperate with others, to solve practical problems, and to learn in all circumstances.
The pandemic revealed the real magnitude of economic, social, educational and digital inequalities throughout the world and in each particular country, and the need to radically rethink education and learning systems and practices: what, where, when and how do children, young people and adults, families and communities need to learn if we are to ensure the right to education, that is, the right to educational inclusion, equity and quality for all.
Related texts in this blog (English)
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Basic Learning Needs: Different Frameworks
