IAP BOOK SERIES
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 inequalityâ€, 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
Download PDF here- Community Schools: Voices From the Field
- Conducting Research in Education Finance: Methods, Measurement, and Policy Perspectives
- Contemporary Perspectives on Educational Politics and the Law
- Contemporary Perspectives on School Turnaround and Reform
- Current Issues in Out-of-School Time
- Current Perspectives in Demography
- Current Perspectives on School/University/Community Research
- Education Policy in Practice: Critical Cultural Studies
- Educational Policy and Law
- Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
- Excursions in Criticality: Education, Cultural Studies and Politics
- International Education Inquiries: People, Places, and Perspectives of Education 2030
- International Perspectives on Educational Policy, Research and Practice
- Issues in the Research, Theory, Policy, and Practice of Urban Education
- Leadership for School Improvement
- Marxist, Socialist, and Communist Studies in Education
- Opportunity and Performance
- Politics of Education Book Series
- Research in Education Fiscal Policy and Practice
- Research in Educational Policy: Local, National, and Global Perspectives
