![]() He says including topics of human rights in curriculums, as defined by the United Nations in 1948, could help education systems around the world avoid democratic backsliding and social fragmentation. That's why this is a call to action to educators saying, 'The stakes are very high.' If we want human rights to actually mean something, we better examine whether we are preparing students to understand these rights and to live in a manner that these rights actually have any reality in their own lives." And I hope we don't want to live to see that world. And of course, that means the end of the world that was built after World War II, ruled on the notion of human rights. "In a number of countries, you now have regimes who unabashedly see no problem in using violence as an instrument to maintain political control and to advance political ideas. "In a society that is governed by law, individuals shouldn't resort to violence to resolve their differences," says Reimers. ![]() He also mentions anti-democratic violence in countries such as Turkey, Poland and Russia. educational system failing to produce citizens that address their concerns through democratic means. insurrection at the Capitol as an example of the U.S. If we don't figure out a way to bridge our divides, and to agree, this democracy may not survive," says Reimers, pointing to the Jan 6. The report they released this March said that the main challenge to American democracy is growing social fragmentation. "The National Defense Council produces a report every four years on the main challenges to our democracy. The report also comes after the United States, for the first time in history, was added to a list of "backsliding democracies" by the International Institute for Democracy and Electoral Assistance, an organization based in Sweden. The report points out that poverty and poor educational opportunities are often interconnected and claims that collaboration between businesses and schools may help address growing inequality in wealth. And we just don't see that happening, given the scale of the problem." "And that is a tall order, we realize, because the model of education is one where a little school with their teacher, in her classroom, or in his classroom, can solve all the problems in the world. "Integrate schools with other schools, in partnerships with universities, in partnerships with organizations of civil society, in partnerships with businesses, for the purpose of providing students the experiences that they will need to develop the capacity to address these challenges," argues Reimers. "How can you hope that a teacher by herself in her classroom can design the most effective climate change curriculum, when the science of climate change is in research universities, in laboratories, in departments of physics, of chemistry and so on? We need to find ways to connect those dots and to create collaborations."Īnd Reimers says collaboration between schools and business sectors can help address many of the other concerns raised by the international community. "We call on the 28,000 universities of the world to partner with school systems for the purpose of collaborating, of sharing what they know, and in building curriculum," he says. To help address climate change, Reimers says research universities should partner with elementary, middle and high schools to develop curriculum for the next generation of climate scientists and should open access to available research and data. The report comes shortly after the COP26 summit in which 200 countries approved a U.N.-brokered pact that critics say falls short of limiting global warming after delegates struggled to resolve major sticking points, such as phasing out coal, fossil fuel subsidies and financial support to low-income countries.
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