Restless Development Youth Researchers present and reflect on the learnings and recommendations coming out of their global youth survey to frame the day ahead.
Tertiary education (both TVET and Higher Education) has proven to be central to economic, societal, and personal development. Despite this, tertiary enrollment rates have seen the slowest growth in regions with some of the largest growing youth populations, threatening further inequality across countries. How can we develop resilient and accessible tertiary education systems for a more equitable future?
(Africa Leadership Academy, World Bank, Majid Al Futtaim, UAEU, Minister of Education)
According to the World Economic Forum, automation and the COVID-19 recession are set to displace an estimated 85 million jobs in the next five years. How can education systems incorporate in-demand skills to create future-ready youth?
(Lego Foundation, World Economic Forum, Minister of Science, Technology & HIgher Education Portugal, TBC)
The COVID-19 pandemic has revealed the disconnect between education systems and our contemporary needs. With a growing rhetoric on technology and innovation, how can we ensure a continued prioritisation on soft skills- such as creativity, flexibility, and problem-solving- within education systems to allow children and young people to thrive in transforming environments and confidently face uncertainty?
(Future Fit AI, GLEAC, World Class Scholars, American University, TBC)
Tourism has a strong track record in youth employment and entrepreneurship. Hard-hit by COVID-19, a structural transformation is now needed for a responsible, sustainable, and resilient tourism economy, where young men and women find fulfilling and dignifying work. This session discusses forward-looking solutions for skilling for sustainable, gender equal tourism.
(VVOB, Global Travel and Tourism Partnership, Academy of Culinary Arts Cambodia, GIZ Rwanda)
This interactive session will draw upon research findings from Uganda showcasing the impact of climate disruptions on young people’s livelihoods, their adaptations and resilience. The session will further explore the need for radical changes in education as a route to greater climate resilience and effective adaptation to the climate crisis.
(Restless Development, University of Cambridge, Makerere University)
The global launch of the 2021/22 GEM Report will harness wide-ranging interest in the theme of non-state engagement in education to drive progressive, evidence-based policy dialogue with key stakeholders. Hear ministers and experts respond to questions about some of the key issues in non-state engagement based on the bedrock of new evidence and recommendations in the 2021/2 GEM Report.
The session will facilitate a fusion of passion and profit as we explore how Agri-prenuership can be rewarding for youth as well as sustainable for the planet. Young green entrepreneurs together with policy makers and funders will tap into the potential of green agri-prenuers innovations to build sustainable rural livelihoods.
(Generation Unlimited, Agrinvestec, Kuza One, Ikea Foundation, Rockefeller Foundation, Water Access Rwanda, TBC)
In countries where large numbers of youth do not have access to secondary education, do we continue to pursue universal enrollment in traditional secondary or do we build cheaper alternative pathways around tangible skills for employment to more rapidly achieve universal post-primary education for all?
(Educate!, Shujaaz Inc, BRAC, TBC)
Led by Hintsa Performance (Global leader in human high performance coaching), details to follow.
The panel discussion will address the role of education and training of girls and young women in the energy sector to achieve gender equality. Two flagship projects, led by Plan International Spain in partnership with the Islamic Development Bank, the European Union and the OPEC Fund for International Development will serve as a basis for discussion.
Education Sub Saharan Africa (ESSA) will host a lively, provocative panel debate bringing together the perspectives of employers, education leaders, governments and students to ask: ‘what is the point of tertiary education when young people face high unemployment and few formal-sector jobs?'
(ESSA, Quilt AI, Asheshi University, TBC)
The IASC Youth Guidelines provide a guide on how to pivot traditional response to innovate how we work with and for young people in humanitarian and protracted crises. Come and join us, as young people share their ideas and experiences on how they are using the guidelines in their communities.
(Norwegian Refugee Council, UNICEF and the Global Refugees youth Network)
JA Worldwide and HSBC have developed an innovative, skills-based, financial-capability curriculum using an app to help youth increase their self-efficacy, knowledge, and skills through gamification and simulated learning. Discussion will cover the importance of building a financially capable generation and why youth must gain skills to make strong financial decisions.
(JA Worldwide, Merlyn Mind, HSBC, TBC)
In this breakout session young people, representatives from private/ public sectors and the UN will galvanize their insights to reimagine innovative pathways of engaging young people post Covid. How will innovation in youth engagement be the vector to a prosperous post-pandemic world uplifting young people, their communities and entire nations?
(Generation Unlimited, Africa Union, Government representative – Netherlands and Ireland, TBC)
Young people are now three times more likely than adults to be unable to find a job. TVET with its focus on providing work-related skills, is central to tackling youth unemployment. The session will discuss prerequisites for a successful TVET program, embedding it within mainstream education system and scaling it up.
(Lend a Hand India, Luminus Education, Swiss Federal University for Vocational Education & Training, Co-Impact, BCG)
Most of the jobs of the future do not exist today whilst at the same time, Higher Education is preparing learners for jobs that are at risk of disappearing. This session will focus on how to keep higher education relevant in a ‘VUCA’ (volatile, uncertain, complex and ambiguous) world and continue training learners in the core skills and mindsets of the future of work.
(UAEU, Hasso Plattner Institute for Digital Engineering, Do-School, ACUNS, Future of Work Lab)
In this workshop, refugee students will present on the imperative for higher education (HE) for refugees. Together with key experts, students will join discussion groups to tackle challenges leading towards 15 per cent refugee enrolment in HE by 2030 through
(UNHCR, Al Ghurair Foundation for Education, Southern New Hampshire University, Mosaik, Arizona State University, Bard, Deakin, Sampoerna, UNIMED, DAAD, JWL Global, Wilfrid/ISOW, Portugal/Global Platform for Higher Education in Emergencies, Windle International Kenya)
This session will share messages and recommendations from UNESCO’s newly released publication ‘Reimagining our Futures Together’. Two years in the making, the publication proposes ideas to remake education towards 2050. The work was steered by an International Commission of thought-leaders chaired by the President of Ethiopia.
(UNESCO, Members of the International Commission on the Futures of Education)
The global education sector must view teachers as the key constituency in co-creating the future of teaching and learning. This session will showcase and discuss concrete solutions for supporting teachers for the future, which are co-created by teachers and a leading civil society organization in global education. The session will demonstrate the need for rewiring the dialogue between teachers and education decision-makers focusing on co-created solutions that work for the future of teaching, worldwide.
(Schools2030, Aga Khan Foundation, Save the Children, Plan International, Teach For All, Teachers from four countries)
New research led by Big Change brings together the wisdom of global contributors to share a new framework for transforming education systems. Centred on three key drivers and examples from different contexts, the intention is to enable education policy makers, system leaders and funders to focus efforts on transformation, not reform.
(Big Change, Teach for All, HundrED, African Leadership Academy, OECD)
In many places technology has created endless boundaries of where learning can occur, with whom, how and why. It is something that needs to be incorporated in the future of education to ensure students are equipped with the skills to cope in a world dependent on technology. The influence of AI and Machine Learning in EdTech is predicted to grow exponentially in the coming years, as is the use of Augmented reality (AR) and virtual reality (VR). However, these new technologies are not accessible for over half of the world’s learners. This high-level panel will discuss current trends in the adoption of education technologies in various different contexts, and how education in the future needs to demonstrate how technology can be used to students’ advantage everywhere, with equity of access at its core.
(SAP, Rekindle Learning, LuxAI, Ministry of Further Education, Research, Innovation and Science of Ireland, Government of Sierra Leone)
Moderated by J-PAL, this panel will share inspiring examples from leading organisations who are scaling innovative, evidence-based programs to millions of learners around the world. Panelists will reflect on the key levers which facilitate scale-up as well as challenges they grapple with along the way.
(J-PAL, Educate!, Pratham, STIR Education, VVOB, Magrid)
Education is a powerful society-wide lever for climate action, but education has not been prioritized as a solution to climate change. This session will discuss the broader context and challenge at hand, explore synergies and opportunities between education and climate change, and discuss concrete routes of action by global leaders.
(Education Outcomes Fund, TBC)
More details to follow. Check out the RewirEd Provocations.
This panel will explore decentralized and accelerated education models in West Africa. It will examine why these approaches are needed, especially in crises contexts where state delivery is limited and where INGOs and UN actors are playing a bigger role in education provision.
(Plan International, Strømme Foundation, TBC)
Across the world, school leaders have had to reimagine and reinvent their approach to leadership, often heavily influenced by changing national priorities and policy contexts, the evolution of social norms and rituals, performance cultures, and more. This panel discussion with school leaders will explore the role culture and context plays in crisis management, decision making, and overall school improvement.
(African Leadership Academy, Global School Leaders)
This session shifts the discourse on digital learning from why it is needed to how to implement at scale, focusing on system-wide change and reaching marginalised children. The story is told by program countries, and teachers, youth, and parents, working in shared value partnerships to deliver digital learning at scale.
(Unicef, The National, Ministry of Education, Egypt, Huong Can High School)
For the 258 million children who were not enrolled in school before the pandemic – including those affected by emergencies – ensuring they can learn is even more important. This panel will highlight innovative practices of non-formal education and mental health and psycho-social support (MHPSS) being used to meet the rights of out of school children.
(Save the Children, University of Barcelona, MHPSS Collaborative)
“The University of the Future” graduates job creators instead of job seekers. The Curriculum of the Future equips pathfinders with skills, attitudes, and mindset to become intentional learners to be able to create and re-create their careers. The discussion brings experts and pathfinders to discuss this disruption in higher education.
(UAEU Pavilion Expo2020, American University Cairo, PlusValue)
Youth-led programs for early childhood care and education (ECCE) offer an innovative strategy to provide mutual benefits for both youth and young children. This session will feature case studies from Pakistan, Colombia, Liberia, and the United States, highlighting implications for policy development, new directions for programs, and continued research.
(Harvard T. H. Chan School of Public Health, Yale Child Study Center, The World Bank Group, DREAM NGO Sindh, Harvard T. H. Chan School of Public Health, ECEPTS, R4D)
Innovation goes way beyond new and future technologies. This panel will focus on how to re-think mainstream education by integrating indigenous people's knowledge, models and learning systems into mainstream education.
Teachers around the world have innovated to keep children learning during the pandemic. In this panel, a group of teacher leaders will share the mindset shifts these innovations have caused for them, which offer us all hope of creating a more equitable education system to support all children to shape a better world.
(Teach For All)
The panel will present the findings from a global EdTech innovations landscape analysis. UNHCR will draw on the collective experience of implementing Connected Education programmes in refugee-contexts, along with presenting the increasing digital divide. Participants will also be shown a newly launched wiki to map and crowdsource global EdTech innovations.
(International Rescue Committee, UNHCR, Handshake)
This solutions-focused workshop will share Room to Read’s unique global expertise working with local authors, illustrators, publishers, and printers to develop books quickly at high-quality to meet specific community needs, irrespective of profitability, tackling the lack of diversity and accessibility to high-quality children’s books in low-income communities.
(Room to Read)
Five of Africa’s most promising Education Innovations will pitch to a highly experienced panel of judges for awards of $100,000, $70,000 and $40,000. The selected innovations will be implemented as pilot projects in AU Member countries.
(African Union Commission, The Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ), African Union, AfDB, AUDA-NEPAD)
This workshop session will explore how human connection and gamification can be integrated into digital learning through virtual mentoring, role playing and co-creation. Participants will have the opportunity to “play & connect” with another participant at the session through a fun and interactive experience.
COVID-19 dictated the need to rapidly scale up flexible education options to reach all learners, however there is still confusion around which programmes are appropriate for which learners. This interactive session introduces the Accelerated Education Working Group’s COVID-19 tools and guidance supporting programme design, implementation and evaluation.
(UNHCR with representatives from the Global Refugees Forum)
The Sharjah Child Friendly Office aims to launch the Sharjah Child Friendly School and Nurseries toolkit in this invitation-only session. The toolkit has been guided by the Convention on the Rights of the Child and experience of UNICEF worldwide, in implementing rights-based approaches to education and evidence pertaining to child development.
(Sharjah Child Friendly Office, Supreme Council for Family Affairs, Sharjah Private Education Authority, Sharjah Education Council, UNICEF Gulf Area Office)
NRC’s flagship Better Learning Programme (BLP) is currently funded by Porticus and ECW. In response to growing Psychosocial Support (PSS) needs stemming from the COVID-19 pandemic, NRC introduced BLP in 10 new countries, bringing its total coverage to 22. We will present its latest research in this masterclass, demonstrating the positive impact of BLP to promote the global rollout of this approach.
(Norwegian Refugee Council, Porticus, ECW MHPSS)
Early education lays the foundation for lifelong learning. Yet millions of children in crisis contexts have no access, and COVID-19 has only exacerbated this challenge. But join us in this panel to explore how the pandemic has also prompted innovation in remote learning solutions – redefining what it means to deliver early education in crisis and beyond.
(Sesame Workshop, International Rescue Committee, and The LEGO Foundation.)
Education Development Trust, in partnership with GPE and the Government of Kenya, will host a ministerial panel focused on translating new investments in domestic education financing into improved, more equitable outcomes for learners. By sharing new evidence and experience of successful evidence-based approaches, the panel will stimulate innovative thinking on building back better.
(Education Development Trust, Global Partnership for Education, Government of Kenya, Government of Sierra Leone, TBC)
Education is a complex sector characterized by significant barriers to investment coupled with a growing financing gap. This panel will gather leading entities who are working through these barriers by testing innovative financing mechanisms aimed at driving increased investment and improved outcomes for learning. This high-level panel will also reflect on practical examples of innovative financing partnerships from other sectors that education actors could learn from.
(Abdullah Al Ghurair Foundation for Education, Education Commission, Education Outcomes Fund, UBS Optimus Foundation, British Asian Trust, The END Fund)
A short, provocative panel discussion exploring what needs to happen over the next five years to improve education opportunities for children and youth in the world’s worst humanitarian crises. Five years on from the creation of Education Cannot Wait at the 2016 World Humanitarian Summit, despite progress in some areas, threats to education around the world have evolved. COVID-19 has shown, on a scale not seen before, the devastating impact health emergencies can have on learning. This high level panel will bring together a variety of voices to consider these challenges and address tough questions about the collective global response.
(Education Cannot Wait, Dubai Cares, CSO Lead, Minister of Education, Youth Leader, Bi-lateral Donor Representative)
The Covid-19 pandemic has caused abrupt changes around the world and exacerbated existing inequalities. Building forward from it is an opportunity to ensure all children can access supportive learning environments. But what will it cost to finance catch-up education? How can financing support the most vulnerable children?
(World Bank, Luminos Fund, International Finance Corporation, OECD, TBC)
This panel will explore what it will take to fully finance comprehensive early childhood development and how the public and private sectors can work together to give every child the best start in life. Whether it’s employment, resilience, creative thinking or working with others, these skills are hardwired in the early years. Around the world, rich and poor countries are failing to deliver on the promises made to the world's youngest children, risking their development and future life chances. By the time a child reaches the age of five, 90% of their brain has already developed. Yet millions of children from poor and marginalised households are unable to access early childhood development services, including education. Countries on average only invest 2% of their education budgets on pre-primary and aid to pre-primary education is less than 1% of global education aid, despite needing to reach 10% to put countries on track for the Sustainable Development Goals.
(Theirworld, Sesame Workshop, WHO, Lego Foundation, UNICEF, Government representative)
High-level launch of the RewirEd Declaration followed by a high-level panel on financing meaningful connectivity for education. More information to follow.
(UNESCO, Dubai Cares, ITU, UNICEF, Education Commission, Government of Russia, TBC, Cambridge Education Partnerships)
Join this interactive dialogue where the world’s education leaders will provide passionate pitches on where future Education investments should be directed for Education in Emergencies and Crisis Contexts. Our pitch experts will try to convince you and our renown panel of Investors –on how to best invest for impact.
(UNHCR, Dubai Cares, LEGO Foundation, Abdulla Al Ghurair Foundation for Education)
Why is meaningful connectivity - having sufficient data, reliable quality connection, and adequate devices - critical for quality education? This panel conversation will explore this question and spotlight countries that have mobilized resources during the current pandemic to show how important meaningful connectivity has been for education.
(Alliance for Affordable Internet, ITU, GIGA, Ericsson, CSO partner)
We are facing an unprecedented learning crisis, and yet too often we limit ourselves to business-as-usual thinking. UNESCO estimated a shortage of 69 million teachers even before Covid. How can the education sector draw inspiration from global health and the community healthcare worker model to serve the hardest-to-reach cost-effectively?
(The Luminos Fund, Ministry of Education, The World Bank Group, Pratham Education Foundation)
A discussion on how we utilize innovative and equitable financing to ensure secondary education systems, including alternative pathways, reach all young people and prepare them for work and life. We will feature the World Skills Clock that highlights new data of the extent of the global learning and skills crisis.
(Generation Unlimited, Education Commission, UNICEF, Government representative, Private Funder)
If we believe ‘Education is Everybody’s Business,’ then low-fee private schools also have a role to play in rewiring education and unlocking access for more children. This session will debate the financeability of different low-fee private schools operating models, considering the strengths and challenges facing each model to attract increasing incremental funding.
(Opportunity- EduFinance, low-cost private school partners)
This panel will bring together funders across public and private spaces, who are working to support evidence in education in emergencies. The panel will discuss the rationale for funding evidence for education in emergencies (EiE), approaches to funding research (funding mechanisms, partnerships, design), priorities and considerations, and impact of evidence on EiE policy and practice.
(Dubai Cares and other private foundations)
Data about learning and schooling has never been more vital. But many countries still lack the data needed to halt Learning Poverty. How can countries assess learning and use data and drive change? And how can the international community improve coordination and quality in global efforts to measure what students learn?
(World Bank, UNESCO, UNICEF)
This session will focus on how outcomes funding delivers results in skills for employment programs. Results that truly matter to individuals and society—people who move into high-quality employment and stay there. Innovative financing creates a laser focus on results; it brings in new actors to the sector and ensures all parties are held accountable. It can also create strong incentives to assist traditionally underserved groups, such as women, refugee populations, and those with disabilities.
This session brings together a group of leaders including donors, impact investors, service providers, and government representatives at the forefront of this movement to hear first-hand about outcomes funding in skills for employment programs and how this delivers impact.
(Education Outcomes Fund, Government, SECO, EBRD)
This session will represent the formal global launch of Arab Coordination Group's (ACG) Smarter Financing for Education Approach (SmartEd). It aims to generate awareness and excitement for the ACG SmartEd in the global education community and potential client countries that stand to benefit from it.
(Global Partnership for Education, Arab Funds)
To ensure open learning across the Arab world grows, is inclusive and from the region, Community Jameel, the Abdullah Al Ghurair Foundation for Education, J-WEL at MIT and AUB are bringing together leading voices from the higher education ecosystem to discuss challenges, learn from experiences and create an actionable framework.
(Abdul Latif Jameel World Education, UAE Ministry of Education (TBC), Abdulla Al Ghurair Foundation for Education, American University of Beirut and representatives from other universities in the Arab World)