60
Education within the Asia and Pacific and Franco et al. (2018). The authors drew
attention to the cultural diversity inherent in different educational contexts in Asia
and the Pacific, whilst Franco et al. (2018) provided a global overview. Furthermore,
the studies were not only reflective of a gap in understanding the diversity in cultural
conceptions of ESD but also the impact of socio-economic conditions on capacity
building efforts for ESD (Ryan et al. 2010).
5.2.1 Factors Compromising Collaborative Governance
for ESD
Literature shows that there are three key rising factors that affect collaboration for
ESD: the rise of technology, globalization and changing demands and rising socioeconomic inequality. This section will address how ESD strategies can remain agile
to the demands of these rising phenomena. The discussion section will present additional limiting and fostering factors identified by participants engaged in ESD
Networks globally.
5.2.1.1 Technology
The rise of technology in education presents key transformations in methodology,
partnerships and demands for investors and knowledge sets. There are two sides to
increasing technology advancement which impacts ESD. Firstly are new technological innovations. These new jobs will require a broader set of skills than those we
are currently teaching in our classrooms. Technology is also changing the way we
engage with content. With the advent of big data and predictive analytics, information is accessible—and more personalized to our needs and interests. Secondly is
the use of technology to increase educational access. Global access to education is
a major caveat to ESD implementation. However, technology has aided in increased
access to education. For example, through key organizational partnerships with
local businesses and school, the non-for-profit ‘Pencils of Promise’ has provided
access to education to more than 220, 000 children (Wittles 2015). This presents an
opportunity for governing bodies, private institutions and businesses to collaborate
at the global, regional and local levels to provide greater access to ESD.
5.2.1.2 Globalization and Changing Demands
Globalization and technological innovation have transformed the required skill sets
to succeed in today’s world of work. Extended retirement ages and career lifespans
have a great impact on how employers approach skill development in the workplace,
more specifically, with 8.5% of people worldwide (617 million) aged 65 and over. A
percentage is projected to jump to nearly 17% of the world’s population by 2050
I. B. Franco and E. Derbyshire
Education within the Asia and Pacific and Franco et al. (2018). The authors drew
attention to the cultural diversity inherent in different educational contexts in Asia
and the Pacific, whilst Franco et al. (2018) provided a global overview. Furthermore,
the studies were not only reflective of a gap in understanding the diversity in cultural
conceptions of ESD but also the impact of socio-economic conditions on capacity
building efforts for ESD (Ryan et al. 2010).
5.2.1 Factors Compromising Collaborative Governance
for ESD
Literature shows that there are three key rising factors that affect collaboration for
ESD: the rise of technology, globalization and changing demands and rising socioeconomic inequality. This section will address how ESD strategies can remain agile
to the demands of these rising phenomena. The discussion section will present additional limiting and fostering factors identified by participants engaged in ESD
Networks globally.
5.2.1.1 Technology
The rise of technology in education presents key transformations in methodology,
partnerships and demands for investors and knowledge sets. There are two sides to
increasing technology advancement which impacts ESD. Firstly are new technological innovations. These new jobs will require a broader set of skills than those we
are currently teaching in our classrooms. Technology is also changing the way we
engage with content. With the advent of big data and predictive analytics, information is accessible—and more personalized to our needs and interests. Secondly is
the use of technology to increase educational access. Global access to education is
a major caveat to ESD implementation. However, technology has aided in increased
access to education. For example, through key organizational partnerships with
local businesses and school, the non-for-profit ‘Pencils of Promise’ has provided
access to education to more than 220, 000 children (Wittles 2015). This presents an
opportunity for governing bodies, private institutions and businesses to collaborate
at the global, regional and local levels to provide greater access to ESD.
5.2.1.2 Globalization and Changing Demands
Globalization and technological innovation have transformed the required skill sets
to succeed in today’s world of work. Extended retirement ages and career lifespans
have a great impact on how employers approach skill development in the workplace,
more specifically, with 8.5% of people worldwide (617 million) aged 65 and over. A
percentage is projected to jump to nearly 17% of the world’s population by 2050
I. B. Franco and E. Derbyshire