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3.2 Broadening Education
60. Human resource development demands knowledge and skills to help people improve their economic performance. Sustainable development requires changes in values and attitudes towards environment and development – indeed, towards society and work at home, on farms, and in factories. The world's religions could help provide direction and motivation in forming new values that would stress individual and joint responsibility towards the environment and towards nurturing harmony between humanity and environment.
61. Education should also be geared towards making people more capable of dealing with problems of overcrowding and excessive population densities, and better able to improve what could be called 'social carrying capacities'. This is essential to prevent ruptures in the social fabric, and schooling should enhance the levels of tolerance and empathy required for living in a crowded world, Improved health, lower fertility, and better nutrition will depend on greater literacy and social and civic responsibility. Education can induce all these, and can enhance a society's ability to overcome poverty, increase incomes, improve health and nutrition, and reduce family size.
62. The investment in education and the growth in school enrolment during the past few decades are signs of progress. Access to education is increasing and will continue to do so. Today almost all the world's boys are getting some form of primary education. In Asia and Africa, however, enrolment rates for girls are much lower than for boys at all levels. A large gap also exists between developed and developing countries in enrolment rates beyond primary schools, as Table 4-4 indicated.
63. UN projections of enrolment rates for the year 2000 suggest a continuation of these trends. Thus despite the growth in primary education, illiteracy will continue to rise in terms of sheer numbers; there will be more than 900 million people unable to read and write at the end of the century. By then, girls' enrolment rates are still expected to be below the current rates for boys in Asia. As for secondary education, developing countries are not expected to attain even the 1960 industrial country levels by the year 2000.[1]
64. Sustainable development requires that these trends be corrected. The main task of education policy must be to make literacy universal and to close the gaps between male and female enrolment rates. Realizing these goals would improve individual productivity and earnings, as well as personal attitudes to health, nutrition, and child-bearing. It can also instil a greater awareness of everyday environmental factors. Facilities for education beyond primary school must be expanded to improve skills necessary for pursuing sustainable development.
65. A major problem confronting many countries is the widespread unemployment and the unrest that it leads to. Education has often been unable to provide the skills needed for appropriate employment. This is evident in the large numbers of
- ↑ UNESCO, A Summary Statistical Review of Education in the World, 1960-82 (Paris: 1984)
