The world is becoming an increasingly complex and uncertain place. The global experience with the COVID-19 pandemic is a very concrete example of this. Globalization—including migration—technological and scientific advances, and the emergence of new viruses, among other factors, are creating opportunities for human development, but also unprecedented challenges. Educational progress is being valued more highly because there is a greater understanding that only schools—especially public schools—can prepare children and young people, on a large scale, for a completely unpredictable future. In this context, what are the six key lessons Brazil needs to learn about the education of tomorrow?

1. Schools and educational systems are undergoing rapid and continuous transformation. And it comes at a high cost. The types of spaces, routines, habits, materials, and methodologies used in schools for decades were already outdated. The pandemic has accelerated these changes. In every country, schools are striving to become welcoming, inspiring, and challenging spaces that incorporate new technologies “seamlessly,” without major disruptions. Educational systems, in turn, are increasingly supporting innovation, cooperation among schools and stakeholders, and the autonomy and empowerment of educators. All of this, however, comes at a high cost, and the fact that our current investment is comparable to the OECD average does not mean much. Since we have spent most of our history investing very little (even compared to our Latin American neighbors), there is a historical correction to be made. Furthermore, we cannot compare current levels of investment because our average in various areas—such as infrastructure, materials, IT (internet and computers), teacher training, the number of full-time schools and daycare centers, etc.—as well as in educational outcomes, is well below the OECD average.

2. Social stability and increased productivity depend on a more equitable provision of educational services. It takes a Brazilian worker one hour to do what an American worker does in fifteen minutes. We will not improve productivity, resolve our economic “short-term booms,” or address endemic violence without addressing the learning crisis. Our workers are unable to be productive due to a lack of knowledge, cultural awareness, and life skills. Violence is also a result of inequality. And it’s no use having just a few excellent public and private schools while the majority suffer from a lack of basic infrastructure, and educators are unmotivated and lack adequate initial or continuing training. Educational inequality perpetuates and exacerbates social inequality.

3. Knowledge matters just as much as what one does with it (skills), values, and attitudes. 53% of English teachers believe that social-emotional skills will be more important than academic knowledge for their students’ future. Knowledge will be more accessible, available anywhere. Young people will need a well-rounded education that includes leadership, vocational, and communication skills, among others. In their lives and careers, young people will need to know how to manage their time, be curious, creative, resilient, and emotionally intelligent. They will have to respect and appreciate the diversity of ideas, values, and perspectives. They will need to know how to deal with failure and rejection in order to move forward in the face of adversity.

4. The teaching profession is complex and fundamental to the civilizational progress of any society. Teachers will not be replaced by artificial intelligence or automation. An OECD study showed that the salary of Brazilian high school teachers is the lowest in the world, and that the average Brazilian salary is 13% lower than the Latin American average. It is impossible to achieve equity in outcomes and have an entire school system that offers excellent education if the professionals are not highly qualified.

No technology or artificial intelligence will ever be able to replace the power of a relationship built on trust and motivation between a teacher and a student. The solution is to invest in the selection, training, and recognition (of all kinds) of education professionals.

5. A focus on computational thinking, problem-solving, and STEM helps prepare young people for major challenges. Worldwide, 92% of future jobs will require digital skills, and 45% of jobs will require workers who can program and work with digital systems. Science, technology, engineering, and mathematics are becoming even more important. Digital skills are not just a nice-to-have. They are already viewed as an essential right for all students.

6. New technologies, new teaching methods, and a greater role for students, families, and the community are completely transforming the daily routine of schools. In Japan, 91.2% of high school students say they are taught to memorize content, while only 16.6% report that their classes require independent research, reports, and presentations.

In the most advanced educational policies, new technologies are implemented alongside active teaching methods, such as project-based learning.

Students, families, and the entire school community participate in important decisions at the school, and the relationship between staff, families, and students becomes more direct, close, and egalitarian. There is a significant shift from a culture of authority, accountability, and control to a culture of support, trust, and collaboration. This does not mean that organization and discipline are no longer essential.

We are still far from a reality in which our schools, our educational systems, and our school communities are approaching their full potential in Brazil. The quality of our schools and the equity of educational outcomes need to improve significantly and more rapidly. It is essential to reflect on these lessons and build a coordinated effort, drawing on best practices, scientific evidence, and global macrotrends. We need to make our schools and educational systems more inclusive, democratic, and human-centered. It is our responsibility to provide everyone with an excellent education that prepares them to lead positive change in an increasingly complex and unpredictable world. Let us embrace this responsibility.

 

 

About the author:

Rafael Parente is the CEO of BEĪ Educação, holds a Ph.D. in education from New York University (NYU), is a co-founder of the Agora! Movement, chairman of the board of CEIPE, a full member of the Todos pela Educação Movement, and an advisor to Mapa Educação. He founded and directed Edufuturo and LABi. He served as Secretary of State for Education for the Federal District and as Undersecretary for Innovation for the City of Rio de Janeiro. Together with his team, he created and implemented innovative projects such as Educação na Veia, Conecturma, Educopédia, and the GENTE school in Rocinha.

 

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