Chapter 19 Education, Innovation and the Prospect of Sustainable Growth and Development

Abstract Tacit in the debate on sustainable growth and development is the recognition that dialogue, best practice sharing, peer review as well as evidence-based and coherent policies and strategies can effectively address the problem of inequality and exclusion worldwide. Central in the debate on sustainable development is the imperative of advancing equality in opportunities. This requires a careful focus on promoting societies’ and individuals’ worldviews, knowledge and skills conducive to their ability to recognise, seize and multiply opportunities that exist. Education plays the role of a key enabler in this process today. In this context the relevance and utility of advances in information and communication technology (ICT) boost. Their skilful use may enhance the efficiency of teaching and learning process, and, thus, may substantially contribute towards the goals and objectives associated with sustainable inclusive growth and development. This edited volume sought to shed light on this issue by exploring current ICT-driven developments and advances in the practice of teaching and learning worldwide. The rich collection of chapters and the variety of topics they address offer not only a good overview of the value-added ICT-enhanced teaching and learning generate but also, even if implicitly, an insight into the state of affairs in education today. Taking stock of arguments, findings and ideas presented throughout the book, the objective of this chapter is to place these ideas in the broader context of goal of promoting inclusive sustainable growth and development. The argument is structured as follows. First, the relationship between innovation, education and sustainable inclusive growth is outlined. By advancing the argument of the need to conceive education and its role in society in a holistic manner, a case for education as upbringing is made. Against this backdrop, it is argued that the agency of both the learner and the teacher/professor has to be brought back to the analysis if education is to regain its role of the major driver of change and innovation in the society, and indeed the key enabler of sustainable inclusive growth. Conclusions and recommendations for education systems in the post-truth era follow.