This is how "university experts" from around the world envision higher education in 2050

The International Institute for Higher Education in Latin America and the Caribbean (IESALC) joined UNESCO's work to "rethink education and shape the future," and compiled the most interesting contributions on the subject from 25 experts from around the world (none from Colombia).

Based on these two questions:

• What would you like higher education to be like in 2050?
• How could higher education contribute to a better future for everyone in 2050?

Experts envisioned the challenges and changes that could occur in higher education worldwide, currently impacted by the Covid-19 pandemic, and to that end they ventured possible scenarios that could occur in the next three decades in very diverse areas: access, curriculum, disciplines, technology, financing, publics, diversity, well-being, social, economic, and environmental commitment….

But, to advance in many of these goals, as can be interpreted in the study, humanity faces the challenge of making higher education a universal right.

The report states: “The question of who will pay for higher education is a recurring theme that will remain relevant in the future with the confluence of post-pandemic recovery, the intensification of climate-related costs, the proliferation of accumulated global debt, privatization trends and the continued expansion of access to post-compulsory education.

Higher education institutions that charge tuition exclude many students from participating and are increasingly beholden to those who pay. Higher education institutions facing reductions in public funding and having to cut staff, rely on precarious workers, and/or compete for international students will have far greater difficulty fulfilling their missions. functions. For higher education to meaningfully fulfill the functions rooted in local and national communities and to foster global collaboration and solidarity—that is, for it to also be an engine of the global common good—, "Solid public spending on higher education is vital.".

Therefore, it is advised that “Until higher education becomes a right, in the same way that primary education is enshrined in human rights legislation, states are not obligated to provide free higher education, although that would be ideal“ (Tibbitts). Even with increased public funding, differences between countries in levels of investment in higher education and research may continue to perpetuate existing global inequalities.

Between now and 2050, different models can also financially support the public nature of higher education. For example, a “Global Learning Fund” (RIZK) could require wealthier countries and global corporations to contribute a portion of their profits to subsidize higher education in all regions.”.

Major challenges for higher education institutions

In conclusion, the document states that “it is unknown to what extent higher education in 2050 will be different from the present, but both disruptions and gradual changes can be expected on a global, regional and local scale. Higher education institutions should expect to develop deeper resilience and coping capacities, not only in the field of higher education, but to help the world cope with unpredictability.

The Latin Americans who participated in the group of 25 experts are: José Joaquín Brunner (Chile), Jocelyne Gacel-Ávila (Mexico), Marcela Mollis (Argentina), Patricia Mariella Ruiz Bravo López (Peru), and Luis Fernando Sarango (Ecuador).

Taken from The Observatory of the Colombian University

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