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This IdeasLAB blog is part of a series leading up to the launch of a publication on the theme of “renewing the social contract for education.” The theme of the series is based on the call from the report . See , and look for the full special issue in to be released in 2024. 

By Dr Nezha EL MASSOUDI, is a former teacher and French civil servant at Réseau Canopé, overseeing ICT in education, innovation, and international relations. She is currently carrying research in the field of digital humanities and peace studies for education purposes. With a PhD in International Relations and Diplomacy, she brings over 16 years of experience in education, academia, and international development. As a Teach SDGs ambassador, she champions education citizenship and international solidarity through associative actions. Her expertise includes digital pedagogies, peace education, citizenship education, public policy, and international development.

Education's challenges are overwhelming. The shockwave of COVID-19 disrupted social systems, with an urgent and vital need to restore education as a human right. It has likewise unveiled cracks that must be addressed to absorb further shocks. Answering strong public demands for a change of paradigm in governing education as a common good requires questioning models and curricula, considering how notions such as “peace” are integrated – not only institutionally, but as an integral part of society for the well-being and advancement of citizens. 

The challenge for policymakers is to translate political attention into supportive, well-structured policy and investment while redefining educational spaces as peacebuilding environments, part of a wider civic ecosystem. 

Building a new social contract for education requires a new approach to citizenship education for the common good that goes beyond performativity, and that builds civic spaces for collaboration, co-agency, and peacebuilding, fulfilling the role of education as a “social glue” and a driver of peace. 

Education should be regarded as an open and plural common good, allowing education to benefit society and vice-versa. Arguments favour identifying common goods as beyond the public or private dichotomy, which implies having recourse to "new forms and institutions of participatory democracy" (Locatelli, 2018, p. 12). Allowing the exploration of various institutional relationships can back this vision to move from "formal democracy, which is mainly an 'aggregative technique' and limits itself to representation, to participatory democracy, which is the most effective way for society to put forward its visions of well-being" (Locatelli, 2018).

Increasing civic participation has always been a concern of fair representation defenders in the face of democratic backsliding. Some of UNESCO's recent key initiatives in this field is the Global Citizenship Education (GCED) program since the UN Global Education First Initiative (GEFI) launch in 2012 (UNESCO, 2015), contributing to the notion of "global citizenship" gaining prominence in international development discourse, ultimately included in the Sustainable Development Goal 4 (Quality Education) under the 4.7 target. 

"Global citizenship" remains very broad, often contested, and consequently difficult to operationalize (Tawil, 2013). Yet, it offers a fertile ground for research and development, tackling multidimensional levels of complexity. It should be noted that citizenship education focuses inter alia on the importance of fostering critical thinking, creativity, empathy, solidarity, and respect for diversity, as well as the development of communication and collaboration skills, opening thus opportunities for civic humanistic learning, relying on inclusivity, diversity, and equity. 

Rethinking school curricula beyond performance is vital, as pointed out by The United Nations Secretary-General António Guterres in his vision statement on transforming education, stating that:  

Achieving such a goal requires developing a well-rounded approach that considers students' holistic development and real-world application of knowledge (Datnow et al., 2022). Educating citizens beyond performance requires providing situational, ideational, and relational conditions to citizenship education (Jarstad et al., 2019). Peace education should be envisioned as a holistic approach to fostering a culture of peace, tolerance, and non-violence, and an integral part of building peace through peaceful means through dialogue. Creating a common good through education -- and education for this common good -- requires collaboration and co-agency to become the norm in bridging more inclusive societies.

The International Commission on the Futures of Education’s (UNESCO, 2021) call for a new social contract for education aims to inspire collective action to reshape education systems and make them more resilient, responsive, and relevant to the needs and aspirations of individuals and societies. The 2023 revision of UNESCO’s 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms, was a major step in reviving and updating the global consensus around the role of education (UNESCO, 2023).

Educational ecosystems and society, in general, need cooperation and collaboration on numerous levels. Collaboration is in humanity’s DNA; the virtues of cooperation rely on a natural ability to learn and teach (Taddei, 2020). Through public-private partnerships and associative actors' work and inclusion in educational networks, renewed civic spaces can be created and envisioned, opening up schools to all forms of agencies, building up infinite possibilities of a thriving education from an early age to lifelong learning, opening further innovation prospects thanks to digital pedagogies. Building civic spaces for peacebuilding purposes and citizenship education requires a participatory and inclusive design perspective, ensuring that all community members, regardless of background or identity, are actively involved, ensuring that marginalized groups are empowered and that civic education fosters respect for fundamental freedoms and equal rights for all.

Building civic spaces involves several key considerations and actions, such as fostering environments where citizens can engage in thoughtful discussions and exchange diverse perspectives promoting inclusivity, peace-building, and active citizenship through dialogue, collaboration, and shared learning experiences. Promoting active listening, empathy, and respectful dialogue is crucial to enhancing the quality of civic conversations in education institutionalizing peace as the goal and means. 

The growing interest in citizenship education stems from the broad ideas and conceptions catalysing the uncertainties of our liquid times, which became the norm due to global inequalities (Cf. Bauman, 2007). 

Peace-oriented civic education can make a difference as there is a strong demand for new paradigms in both form and substance. Curricula must be reconsidered at national levels to meet the needs of the societies we hope to build, reflecting vibrant, fast-changing societies.

These words by Ms. Audrey Azoulay epitomize education's role as a significant social investment that global efforts should sustain to achieve a genuine new social contract. A central position initiated by the UN Secretary-General's Our Common Agenda, as a “blueprint” for Member States, emphasizing the necessity to put education in the forefront.