Česká centra, Czech Centres

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26.4.2018 19:00 - 21:00

Kulatý stůl - What Education Do We Need?

České centrum ve spolupráci s kurátorem Jaroslavem Andělem pořádá diskusi se zástupci organizací OECD, UNESCO a vysokého školství na téma mezinárodního vzdělávání. Toto jedinečné setkání s odborníky je organizováno v rámci projektu Českých center - Czech Image.

Jaké vzdělávání potřebujeme?

Kulatý stůl se inspiruje tématem českého prezidentství Ekonomického a společenského výboru OSN (ECOSOC - United Nations Economic and Social Council) „Na cestě k udržitelné, odolné a inkluzivní společnosti prostřednictvím účasti všech“. Představitelé OECD, UNESCO a vysokého školství budou diskutovat otázku „Jaké vzdělávání potřebujeme?".

Učastníky kulatého stolu budou: 

- Andreas Schleicher / ředitel divize a koordinátor programu OECD pro mezinárodní hodnocení studentů a indikátory vzdělávacích systémů OECD

- zástupce UNESCO / bude upřesněno/

- Nicolas Buchoud /vedoucí Centra pro urbánní výzkum a antropocén Tomské státní univerzity

Divina FRAU-MEIGS / profesorka Université Sorbonne Nouvelle, informační a komunikační studia, se zaměřením na e-learning a digitální vzdělávání

Moderuje : Jaroslav Anděl / historik umění, fotograf, kurátor a pedagog Anglo-American University Prague

Diskuse bude vedena v anglickém jazyce

" Eva Koťátková. Sit Up Straight!, 2008. 4 videos. Courtesy Hunt Kastner Gallery, Prague".

Více o tématu (v angličtině):

Learning and education are the prerequisite to every human activity, and thus their significance for individuals, communities and society cannot be emphasized enough. Already in the 17th century, Comenius, often called the father of modern education, declared that “the school is the manufactory of humanity.“  This insight is today perhaps more pertinent than any other time in the history of mankind.  However, there is a glaring disparity in access to education between the North and the South, rich and poor regions and neighborhoods. Most countries are failing educational targets set by the United Nations as shown by the current lack of 69 million teachers to reach the UN sustainable development goal of universal education by 2030.  To put it bluntly, exclusion and inequity in access to education impoverish the human mind and diminishes humanity. This message resonates with the priority of the Czech presidency of the United Nations Economic and Social Council (ECOSOC) “Towards sustainable, resilient and inclusive societies through participation of all” and evokes the following words by Comenius “… the whole is not the whole if any part is lacking… whoever then does not wish to appear a half-wit or evil-minded, must wish good to all men, and not only to himself, or only to his own near ones, or only to his own nation.”

The backdrop to 21st century education is our endangered environment. Rising population, resource depletion and climate change place a responsibility on us all to develop the planet sustainably, with an eye to the needs of future generations. At the same time, new challenges and opportunities have arisen, shaped by the interaction of technology and globalisation. Digitalisation is connecting people, cities, countries and continents to bring together a majority of the world’s population in ways that vastly increases our individual and collective potential. But the same technological and economic forces have made the world also more volatile, more complex, and more uncertain. For those with the right knowledge, skills and character qualities this has been liberating and exciting. But for those who are insufficiently prepared, it can mean the scourge of vulnerable and insecure work, and life without prospects. As our economies shift towards regionalised hubs of production, linked together by global chains of supply and information, but concentrated in locations where comparative advantage can be built and renewed, the distribution of knowledge and wealth is key, and that is intimately linked with the distribution of educational opportunity both within and between countries.

In this environment, the Sustainable Development Goals set by the global community for 2030 provide a perspective for the well-being of the planet. These goals are a shared vision of humanity that provides the missing piece of the globalisation puzzle, the glue that can counter the centrifugal forces in the age of accelerations. The extent to which that vision will become a reality will depend to no small part on what happens in today’s classrooms; and it is educators who hold the key to ensuring that the Sustainable Development Goals become a real social contract with citizens.

Since Confucius and Socrates, educators have recognised the double purpose of education: to pass on the meaning and significance of the past and to prepare young people for the challenges of the future. So the challenge is not simply to deliver more of the same education, but to prepare students for a different world.

When we could still assume that what we learn in school will last for a lifetime, teaching content knowledge and routine cognitive skills was rightly at the centre of education. Today, where we can access content on search engine such as Google, Baidu or Yandex and where routine cognitive skills are being digitised and outsourced, the focus must shift to enabling people to become lifelong and life-wide learners. Schools now need to prepare students for more rapid change than ever before, to learn for jobs that have not been created, to tackle societal challenges that we can’t yet imagine, and to use technologies that have not yet been invented. And they need to prepare students for an interconnected world in which students understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.

Vstup zdarma



Místo konání:

18 rue Bonaparte
75006 Paříž


26.4.2018 19:00 - 21:00


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