Towards lifelong education for all
. The growing importance of education is increasingly recognized in all societies. Even the most advanced industrialized nations see the stagnation or decline of their education systems as a growing social danger and a serious liability in an increasingly competitive world. Developing nations, on the other hand, see improved education as a means of catching up and achieving a more bountiful and secure future. On the eve of a new millennium, the shape of things to come is clearly emerging. Indeed, in the world's most advanced industries, the 21 st century has already arrived. What characterizes and, in fact, defines these industries of the future is that the resource which counts most is human creativity and capability: "brain power", not "brawn power". Today - and even more so tomorrow - progress will be based upon the products of the mind: upon research, invention, innovation and adaptation. The riches that will shape the world of tomorrow will not derive from mines, fields or factories, but from schools, universities and research centres. It will be these institutions which will refine and develop the "raw material" of human talent - with which every society is generously endowed - into the skills, know-how and competencies that will serve to fashion the future. Hence, as was recognized at Jomtien, education is the force of the future. It can no longer be regarded as a luxury or privilege; it is, quite simply, an absolute necessity. Without widespread education, there can be neither democracy, nor justice, nor progress. The right to education is nothing less than the right to participate in the life of the modern world.
. What can parliamentarians do?
. Valuing education: One thing does seem clear. Good education is not an eccident. Education flourishes where it is valued. .
Reform of education is difficult, but possible: Many efforts to reform and improve education have produced disappointing results. Perhaps the reason for this is that reform usually is aimed at changing the external and visible parts of the system, whereas what needs to be improved is the teaching-learning process, which goes to the very heart of an educational system. . In education, quality is not only important, it is decisive. The first question to ask of any reform is: will it improve educational quality?
Education systems serve many ends: . It is reasonable to expect schools to teach students their language and history, but it is equally important that they instill in them a respect for one another and a strong sense of their rights and responsibilities as citizens. .
Legislative and non-legislative influences: As parliamentarians, you are directly involved in the framing of legislation concerning education. Yet, as local and national leaders, your influence extends well beyond the legislative process. You have the capacity to draw public attention to issues, both directly and through the media, and to emphasize the essential role that education plays in advancing a society's vision of itself and shaping its aspirations for the future. .
Financing: In all things, money, alas, is frequently a bone of contention. Yet, in education, financing is often as much a question of "how" as of "how much". The issue of public vs. private is still open to lively debate in most countries. . The relative parts of the budget to be assigned to basic and higher education is a more recent debate. . There is, also, the issue of the level at which resources are to be raised. National financing is usually capable of providing greater equity than local financing. . Resolving these potential conflicts would seem to call for a strong sense of public purpose - what is society seeking to achieve through education? - and an equally strong sense of pragmatism in finding answers that both serve the public interests at stake and reduce social cleavages and tensions to the extent possible. Parliamentarians are accustomed to handling such "hot potatoes". .
Governance: All around the world, there is an evident tendency toward decentralization of education systems. . Exactly what powers are to be decentralized: the choice of the language of instruction and the curriculum content? The determination of standards and requirements? The recruitment of teachers? There are no "right answers" to such questions. . Here, again, parliamentarians, as local representatives to national governments, are often in a unique position to contribute to the resolution of such issues.
The need for an expanded definition of basic education: One conclusion that emerges clearly from the experience of the last six years is the importance of seeing education as more than schooling and the season of education as extending beyond childhood and adolescence. . Parliamentarians, by the very fact that they must deal with all aspects of society, are uniquely placed to promote the goals of education and learning throughout society and throughout life.
A final message and plea is that education requires and deserves your interest. Education is the society's principal means for ensuring both continuity and renewal.
Mr. Victor Ordoñez
Director, Regional Office for Asia and the Pacific (UNESCO)
