A post pandemic vision of the educational system

Shifting learning practices, attitudes and opportunities

The COVID-19 pandemic has necessitated radical changes in educational methods. Dramatically increased use of technology has led to deep and far-reaching insights into what human development and learning looks like. Insights which could pave the way to shifting educational methods from just content dissemination to augmented relationships with teachers, together with increased personalisation and independence.

Availability of new technologies should enable the educational sector to innovate its systems and expand access, so that all can benefit from better quality education. Alongside this, an even more important opportunity is on the table. The possibility of teachers using innovative technologies to facilitate and encourage learning beyond the straightforward acquisition of knowledge, to nurturing a culture that values learning in itself.

The technology which is already a big part of today’s classrooms has inspired teachers and education developers to look for new ways to improve education systems. With this, new technologies such as artificial learning, digital innovations and educational software are not only changing the way students learn, they are also changing the role of teachers and their approach to education.

In contrast to all this progress, moving the world’s students online has exposed deep societal inequities. These include a digital divide whereby those without devices or reliable internet connections are completely cut off from education, together with the shocking number of children who rely on going to school for food and a safe environment.

Conference programme

Education

25 October 2021

Thematic opening session
Creating sustainable mindsets: developing “sustainability integration intelligence” through management education
14:00 - 15:30

Education

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Education

Thematic opening session

Creating sustainable mindsets: developing “sustainability integration intelligence” through management education

25/10/2021, 14:00 - 15:30 GST (Dubai)

12:00 - 13:30 CEST/SAST (Brussels, Cape Town)

11:00 - 12:30 WAT (Nigeria)

06:00 - 07:30 EDT (New York)

19:00 - 20:30 KST (Seoul)

18:00 - 19:30 CST (Beijing)

15:30 - 17:00 IST (New Delhi)

07:00 - 08:30 BRT (Rio de Janeiro)

Online

Creating sustainable mindsets is critical for societal prosperity, preservation of nature, future business success and the credibility of the concept of sustainability itself. If there is one place where creating sustainable mindsets and developing sustainability intelligence is crucial, it’s in management education. In the business schools where young, ambitious people from a variety of backgrounds find the context within which they develop their belief systems, their moral values and their attitudes.

Individuals develop sustainability integration intelligence by focusing on three enablers:
• self-awareness, leading to stronger cooperation with others
• global perspective, leading to a developed global mindset, allowing individuals to find better solutions to problems and complex issues
• societal consciousness, leading to sustainability in essential economic processes.

This session examines the term “sustainability integration intelligence” by describing a Global Leadership Skills (GLS) programme that was developed and implemented for Master’s students at Antwerp Management School in Belgium. In the second part of the session, you will discover how students felt after completing this programme and the impact it’s has on them.

Chaired by

Jan  De Groof

Jan De Groof

European Association for Educational Law and Policy

President

Jan De Groof is a Professor at the College of Europe (Bruges, Belgium), Tilburg University (the Netherlands) and the National Research University – Higher School of Economics in Moscow. He is also Extraordinary Professor at the Edu-HRight Research Unit, North West University (South Africa), and previously at Ghent University (Belgium), teaching international and comparative educational law and policy. His academic work and numerous publications have covered many education rights-related issues as well as constitutional and human rights law. His doctoral students, coming from several continents, focus on various aspects of the Right to Education.

De Groof has been a visiting professor and/or taught at universities all over the world. He is founder and President of the European Association for Education Law and Policy (ELA) and co-founder of the Russian and South African Education Law Associations. He has chaired – at the request of all regional Education Law and Policy Associations – the two World Conferences on Human Dignity, the Right to and Rights in Education (Amsterdam/The Hague, Brussels). De Groof holds the UNESCO Chair for the Right to Education and is former UNESCO Chargé de Mission on the Right to Education (2007-2010).

De Groof was and remains intensively involved in consultancy for national parliaments, governments and stakeholders, including during times of transition (Russia: 1990-2000, South Africa: 1995-2002), often in cooperation with multilateral organisations. He is a member of the Council of Senior Advisors of the International Association of University Presidents (IAUP), accredited to the UN and vice-chair of the Legal Committee of EQAR. Furthermore, De Groof has been Team Leader of the EU-Project “The Rule of Law – Curriculum Reform of Legal Studies in Universities, especially in Iraq and neighbouring countries”.

In 2015, Jan De Groof received an Honorary Doctorate from the University of Pretoria (South Africa), given as “recognition to his significant role as leader in various fields of education and law, his global influence in education law during the late 20th and the 21th century, as well as his assiduous campaigning for justice and good governance in education”. In this same year, he also chaired the Law Sessions in the framework of the World Congress on Catholic Education (Vatican, November 2015).

Panel discussion

Panel debate

Isabel  Rimanoczy

Isabel Rimanoczy

LEAP

Convener PRME Working Group on the Sustainability Mindset

Isabelle  Byusa

Isabelle Byusa

Harvard Graduate School of Education

Master's Candidate in International Education Policy

Katrin  Muff

Katrin Muff

LUISS Business School

Professor of practice in sustainability and leadership

Kim  Ceulemans

Kim Ceulemans

Toulouse Business School

Assistant Professor of the Department of Management Control, Accounting and Auditing

17 January 2022

Thematic plenary session
Thematic plenary session: education
18:00 - 19:30
Dubai Exhibition Centre

Education

18 January 2022

Deep dive session
Deep dive session: education
11:00 - 12:30

Education

Deep dive session
Deep dive session: education
15:45 - 17:00

Education

Top experts

Education

Thematic opening session

Creating sustainable mindsets: developing “sustainability integration intelligence” through management education

Creating sustainable mindsets is critical for societal prosperity, preservation of nature, future business success and the credibility of the concept of sustainability itself. If there is one place where creating sustainable mindsets and developing sustainability intelligence is crucial, it’s in management education. In the business schools where young, ambitious people from a variety of backgrounds find the context within which they develop their belief systems, their moral values and their attitudes.

Individuals develop sustainability integration intelligence by focusing on three enablers:
• self-awareness, leading to stronger cooperation with others
• global perspective, leading to a developed global mindset, allowing individuals to find better solutions to problems and complex issues
• societal consciousness, leading to sustainability in essential economic processes.

This session examines the term “sustainability integration intelligence” by describing a Global Leadership Skills (GLS) programme that was developed and implemented for Master’s students at Antwerp Management School in Belgium. In the second part of the session, you will discover how students felt after completing this programme and the impact it’s has on them.

Thematic coordinator

Education