Editorial S&E nº30
DOI:
https://doi.org/10.25767/se.v30i.29473Abstract
The relevance of reflecting on the future of education, and specifically on the future of childhood, is demonstrated if we take into account that, in March 2021, almost half of students worldwide were still affected by the partial or total closure of schools, and that, in addition and as a result of the pandemic, more than 100 million children would inevitably lower their reading proficiency to minimum levels.
However, there are encouraging signs for the future. At the European level, for example, the dissemination of the Action Plan for the European Pillar of Social Rights linked the European Union to the reduction of the number of people at risk of poverty or social exclusion by 2030, including 5 million children. The approval, in December 2021, of the first National Strategy to Combat Poverty in Portugal set the objective of removing 170,000 children from poverty by 2030.
On the other hand, after two years of work, the UNESCO international commission that coordinated the “Futures of Education” initiative, which aimed to rethink education and shape the future, launched, in November 2021, the report “Re- imagining our futures together: A new social contract for education”. This report supports the vision that knowledge and learning constitute humanity's greatest renewable resources to respond to complex challenges and invent sustainable alternatives. We share this vision.
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