© Chappatte, Der Spiegel www.chappatte.com
Research Office, The Graduate Institute, Geneva
Neoliberal globalisation has not only transformed the role of the state; it has also shaken up the internal “DNA” of education policies, from schools to universities. New technologies have paved the way for new forms of transmitting knowledge; calls to decolonise curricula are growing louder; in the South, many countries face the challenge of financing public education policies in an era of new public management, while the model and transfer of these policies have become a key problem, compounded by the exclusion of historically marginalised populations and the advance of private and religious players. Against this backdrop of criticism of the public education model, the present Dossier seeks to better apprehend what could be done to restore the purpose and meaning of education and universities.
While poverty has been diminishing in absolute terms and relative income has been growing on a global scale for over two centuries, inequality – as measured by instruments such as the Gini coefficient – has been increasing steadily since the early 1980s. With the financial crisis of 2007, the growing digitalisation of the economy and the current pandemic, global inequality has further worsened, seeing the fortunes of the superrich attaining unprecedented levels and revenue concentrating in the top percentiles of societies.
Concurrently to the aggravation of the social fracture, additional fault lines have been opening or hardening along logics of race, gender, ethnicity and religion. Identarian revendications and logics of difference and exclusion have come to complement, compete with or supersede more traditional struggles for equality in a postmodern and neoliberal context that has normalised inequality, homogenised societies and done away with earlier grand narratives and collective agendas.
The consequences of inequality(ies) are dramatic, as reflected in the polarisation and fragmentation of societies, worsening health and mortality indicators, political tensions and violence, a decline in democracy, and mistrust in state institutions. The objective of the current issue of Global Challenges is therefore – by reverting to the analytical tools of social science – to reflect on the causes behind the multifaceted growth of inequality(ies), anticipate their noxious fallouts and explore potential remedies.
After a century marked by decolonisation and the imposition of a development model based on Western standards, Africa has entered the 21st century with a new status thanks, among other things, to its demographic dynamism (2 billion inhabitants in 2050 according to the UN, over 50% of whom will be under 25), its sustained economic growth, its extensive mineral and energy resources, and its drive for political leadership.
Additionally, since the end of the Cold War, emerging countries are successfully challenging the leadership of the West and are transforming this plural continent. If China has come to play a preponderant role, notably in terms of infrastructure development, the existence of multiple Africas presents prospects for a host of other international actors.
The continent’s development, however, is not without raising many questions, as it is still marked, in many ways, by issues of poverty and inequalities, as well as civil conflict and political repression.
The African continent is seeking more than ever to assert its autonomy of decision and action by making the most of its diverse potential. How will Africa – in its plural dimension – take advantage of this dynamism to write a new page in its history in the decades to come?
