Rethinking Schooling for the 21st Century

violence, schooling often disseminates messages that threaten to inure the
young to the inevitability of conflict. One way in which education can contribute
to peace is by fostering the belief that a desire for peace is something shared by
one’s closest neighbours. However, across South Asia, schooling frequently does
the opposite. Too often, lessons learned in school contribute to distrust and a
belief in the inveterate hostility and fundamental ‘otherness’ of neighbouring
nations, or even fellow-nationals of a different caste or creed. This is not a recipe
for any kind of sustainable future for the region.
While the spread of
education has created
channels of upward
mobility, the path from
education and training
to work that offers
dignity and the chance
of a decent and secure
livelihood has become
increasingly uncertain
across South Asia
One fundamental way in which education can
contribute to peace and sustainability is by helping
to ensure that all citizens have a tangible stake in
a shared future. While the spread of education has
created channels of upward mobility, the path from
education and training to work that offers dignity
and the chance of a decent and secure livelihood
has become increasingly uncertain across South
Asia. This larger context has mitigated the gains
made over the decades in several spheres of
social policy, such as gender relations, human
rights, minority and tribal rights, and rural-urban
equilibrium. Not only attention to curricular
content and pedagogical practices, but also
restoration and reform of the institutions crucial to the effective delivery of
curriculum, are therefore essential to the prospects for further progress towards
ESD/GCED.
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Chapter 5: South Asia