Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 聯(lián)合國(guó)教科文組織

該報(bào)告秉承了教育應(yīng)成為“全球公共利益”理念，進(jìn)一步倡導(dǎo)構(gòu)建新的社會(huì)契約，希望將國(guó)家政府、社會(huì)組織、學(xué)校和教師、青年與兒童、家長(zhǎng)與社區(qū)等教育的相關(guān)利益方全部納入契約，通過共同努力，充分發(fā)揮數(shù)字技術(shù)帶來的教育紅利。報(bào)告主要探討和展望了面向2050年乃至未來的教育。

Catalyzing a new social contract for education

Large-scale change and innovation are possible. We will build a new social contract for education through millions of individual and collective acts — acts of courage， leadership， resistance， creativity， and care. A new social contract needs to overcome discrimination， marginalization， and exclusion. We must dedicate ourselves to ensuring gender equality and the rights of all regardless of race， ethnicity， religion， disability， sexual orientation， age， or citizenship status. A massive commitment to social dialogue， to thinking and acting together， is needed.

A call for research and innovation. A new social contract requires a worldwide， collaborative research programme that focuses on the right to education throughout life. This programme must centre on the right to education and be inclusive of different kinds of evidence and ways of knowing including horizontal learning and the exchange of knowledge across borders. Contributions should be welcomed from everyone—from teachers to students， from academics and research centres to governments and civil society organizations.

Mobilizing a new research agenda for the futures of education will both draw from， and generate significant amounts of， knowledge， data， and evidence， in a wide range of forms： quantitative and qualitative， normative and descriptive， digitizable and ephemeral， theoretical and practical. Knowledge needs to be channelled and expanded in order to understand present conditions and imagine new future possibilities for education. As a research agenda to advance the futures of education in the coming decades， it will need to continually reconsider the nature of knowledge， data， and evidence in education.

A call for global solidarity and international cooperation. A new social contract for education requires renewed commitment to global collaboration in support of education as a common good， premised on more just and equitable cooperation among state and non-state actors. Beyond North-South flows of aid to education， the generation of knowledge and evidence through South-South and triangular cooperation must be strengthened. The international community has a key role to play in helping states and non-state actors to align around the shared purposes， norms and standards needed to realize a new social contract for education. In this， the principle of subsidiarity should be respected， and local， national and regional efforts should be encouraged. The educational needs of asylum seekers， refugees， stateless persons and migrants， in particular， need to be supported through international cooperation and the work of global institutions.

Universities and other higher education institutions must be active in every aspect of building a new social contract for education. From supporting research and the advancement of science to being a contributing partner to other educational institutions and programmes in their communities and across the globe， universities that are creative， innovative and committed to strengthening education as a common good have a key role to play in the futures of education.

It is essential that everyone be able to participate in building the futures of education—children， youth， parents， teachers， researchers， activists， employers， cultural and religious leaders. We have deep， rich， and diverse cultural traditions to build upon. Humans have great collective agency， intelligence， and creativity. And we now face a serious choice： continue on an unsustainable path or radically change course.

This Report proposes answers to the three essential questions of What should we continue doing？ What should we abandon？ and What needs to be creatively reimagined？ But the proposals here are merely a start. This Report is more an invitation to think and imagine than a blueprint. These questions need to be taken up and answered in communities， in countries， in schools， in educational programmes and systems of all sorts — all over the world.

Forging a new social contract for education is a critical step towards reimagining our futures together.

推動(dòng)面向教育的新社會(huì)契約

大規(guī)模的變革和創(chuàng)新是可能的。我們將通過數(shù)以百萬計(jì)的個(gè)人和集體行為——包括勇氣、領(lǐng)導(dǎo)力、抵抗、創(chuàng)造力和關(guān)懷的行為，為教育打造新的社會(huì)契約。新的社會(huì)契約需要人類克服歧視、邊緣化和排斥。我們必須致力于確保性別平等和所有人的權(quán)利，不分種族、族裔、宗教、殘障、性取向、年齡和公民身份，著力開展社會(huì)對(duì)話、共同思考和共同行動(dòng)。

呼吁研究和創(chuàng)新。面向教育的新社會(huì)契約是一個(gè)具有全球性和協(xié)作性，并聚焦終身受教育權(quán)的研究與創(chuàng)新項(xiàng)目。這個(gè)項(xiàng)目必須以受教育權(quán)為中心，包含橫向?qū)W習(xí)和跨境知識(shí)交流等不同類型證據(jù)和認(rèn)知方式，并歡迎所有人——從教師到學(xué)生，從學(xué)術(shù)和研究中心到政府與民間組織，為這種研究和創(chuàng)新作出貢獻(xiàn)。

為教育的未來制訂一個(gè)新的研究議程，汲取并產(chǎn)生大量的多種形式的知識(shí)、數(shù)據(jù)和證據(jù)，如定量和定性、規(guī)范性和描述性、數(shù)字化和瞬時(shí)性、理論性和實(shí)踐性等形式。知識(shí)需要引導(dǎo)和擴(kuò)展，以便了解當(dāng)前的情況，并想象未來教育的新可能性。作為未來幾十年推動(dòng)教育發(fā)展的研究議程，它需要不斷重新考慮教育中知識(shí)、數(shù)據(jù)和證據(jù)的性質(zhì)。

呼吁全球團(tuán)結(jié)和國(guó)際合作。面向教育的新社會(huì)契約需要對(duì)全球合作重新作出承諾，以國(guó)家和非國(guó)家行動(dòng)者之間更加公正和公平的合作為前提，支持教育成為一種全球共同利益。除教育援助的南北流動(dòng)外，我們的知識(shí)和經(jīng)驗(yàn)還必須在加強(qiáng)南南合作和南北南三方合作中產(chǎn)生。國(guó)際社會(huì)要在幫助國(guó)家和非國(guó)家行動(dòng)者，圍繞實(shí)現(xiàn)面向教育的新社會(huì)契約所需的共同目標(biāo)、規(guī)范和標(biāo)準(zhǔn)達(dá)成一致方面發(fā)揮關(guān)鍵作用，以推動(dòng)實(shí)現(xiàn)重新構(gòu)想。同時(shí)，應(yīng)尊重相關(guān)附屬原則，鼓勵(lì)地方、國(guó)家和區(qū)域?qū)用娴呐?，滿足尋求庇護(hù)者、難民、無國(guó)籍者和移民的教育需求，尤其是借助國(guó)際合作和全球機(jī)構(gòu)的力量。

大學(xué)和其他高等教育機(jī)構(gòu)必須從各個(gè)方面，積極參與打造面向教育的新的社會(huì)契約。從支持研究和推進(jìn)科學(xué)進(jìn)步，到作為合作伙伴為本社區(qū)與全球各地其他教育機(jī)構(gòu)和教育項(xiàng)目作出貢獻(xiàn)，那些富有創(chuàng)造力、創(chuàng)新精神，并致力于推動(dòng)教育作為一種公共利益的大學(xué)，在教育未來的構(gòu)建中將扮演重要角色。

當(dāng)然，至關(guān)重要的是，務(wù)必要讓世界上每個(gè)人都能夠參與教育的未來建設(shè)，包括兒童、青年、家長(zhǎng)、教師、研究人員、雇主、文化領(lǐng)袖等。我們有深厚、豐富和多樣的文化傳統(tǒng)作為依托。人類擁有強(qiáng)大的集體能動(dòng)性、智慧和創(chuàng)造力。此刻，我們正面臨著一個(gè)重大抉擇：是繼續(xù)走在一條不可持續(xù)的道路上，還是徹底改弦易轍。

這份報(bào)告針對(duì)以下三個(gè)根本問題提出了對(duì)策建議：哪些工作應(yīng)繼續(xù)？哪些應(yīng)摒棄？還有哪些需要?jiǎng)?chuàng)造性地重新構(gòu)想？報(bào)告試圖給出答案，但這里提出的建議僅是一個(gè)開端。這份報(bào)告與其說是擘畫出一個(gè)藍(lán)圖，不如說是給全世界發(fā)送了一封鼓勵(lì)思考和想象的邀請(qǐng)函，請(qǐng)人們?cè)谑澜绺鲊?guó)的社區(qū)、學(xué)校、各類教育計(jì)劃、教育項(xiàng)目和體系中探討這些問題并作出回答。

總之，為教育打造新的社會(huì)契約，是一起重新構(gòu)想人類未來的關(guān)鍵一步。