The crisis of educational systems between descolarization and re-circulation. Unesco’s «Education 2030» program
Guglielmo Malizia, Carlo Nanni
In the last decades of the last century, the reference framework of educational policies for education and training at the international level consisted of the UNESCO model of lifelong learning which was generally agreed upon. At the beginning of the third millennium there was a debate that started with the crisis of the educational systems, and was not limited to discussing the validity of the project and the different strategies proposed, but more radically highlighted the presence of scholars who aim at the process of deschooling. Therefore, in the article after describing the change of scenarios worldwide, we analyse the criticism of current education and formation policies. The two possible outlets of the current evolution are examined: that of a society without schools and that of a recollection of lifelong learning, according to the principles of inclusion, fairness and quality, recommended by the Agenda «Education 2030» proposed by UNESCO.
Keywords
De-schooling, sustainable education, Education 2030.