Innovation in Human Centered Sustainability

The fast population growth of the 20th century and surmounting global mobility and migrations from rural areas to cities of the 21st century, compelled by technology, connectivity and instant communications, are deeply changing the social and economic infrastructures of nations worldwide. One of the major, but overlooked disruptions of our times is the dislocation and polarization of education and the economy. These two inseparable bastions of progress that after the WWs provided a safety net for increased productivity and growth, in the Knowledge Economy appear in collision course rather than as aligned forces to lead economic development integrated with wellbeing and human centered sustainability.

“The main problem today is not income inequality, it is education inequality”, states the author of these complementary books EDUCONOMY and EDUQUALITY.

A paradigm shift is needed to bridge the education – economy divide. Declines in productivity and income of the labor force in the last decades are the result of this gap. Quality standards in education for all are required to expedite integration of human development and economic growth. An imperative is to understand that quality is not a mere and loose qualifying adjective. It is a system of integral knowledge leading to continuous improvement optimizing the talent of people and the wellbeing of learners and educators beyond the classroom. Moreover, quality is not the task of a few. It takes the commitment of all people as responsible agents to build educational systems engaged with the workforce as necessary condition to attain inclusive societies.

These books present objective analyses synchronized with practical tools to meet these challenges head on. Both are focused on a multidisciplinary approach that is quintessential at a time when the impact of education quality on growth and human centered development is no longer a myth, but it is a global priority supported by nations worldwide and the agendas of international development organizations including the World Bank and the United Nations. The author expresses concern that UN’s 2015 agenda 17 Sustainable Development Goals, by posting education quality for all as the 4th SDG instead of as a Priority Umbrella, will delay attainment of the other 16 SDGs and jeopardize efforts to stop poverty and hunger as predicted by 2030