64 Chapter 1 were fragmented in terms of their functionality (mainly economic) and their situatedness (their rapidly changing partnerships with families, the state and other partners). To really address the problem of fragmentation, a more profound approach was (and still is) needed—an approach that reconsiders the classical function of the school and what can and should reasonably be expected of schools in a context of high diversity and high complexity. 1.2.3 Fragmented (global) education Another layer is added to the problem of fragmentation when the global level is taken into account. The Great Acceleration and Great Transformation are scientific descriptions, as mentioned in the introduction, which concern the world as a whole and confront the whole of the world with a series of relatively new challenges. Recent technological fruits of the industrial revolution have enabled the exponential growth of the world’s population, highly increased production and global commerce, and propelled migration to levels unseen before. This process, otherwise described as globalisation, has caused not only social but also natural changes. Nowadays, policymakers worldwide struggle with the problem of climate change. To adequately handle these changes, policymakers have again looked to schools, espousing global citizenship education and imposing a sustainable development agenda. Torres (2017) described these concerns as a ‘new class of global challenges which require some form of collective response to find effective solutions’ (p. 14) and provided a brief overview of them referring to official United Nations Educational, Scientific and Cultural Organization (UNESCO, 2013) documentation: These include increasingly integrated and knowledge-driven economies; greater migration between countries and from rural to urban areas; growing inequalities; more awareness of the importance of sustainable development and including concerns about climate change and environmental degradation; a large and growing youth demographic; the acceleration of globalization; and rapid developments in technology. Each of these elements carries far reaching implications, and taken together, these represent a period of transition of historical significance. Education systems need to respond to these emerging global challenges which require a collective response with strategic vision that is global in character, rather than limited to the individual country level. (p. 14) Based on these global trends, Torres (2017) claimed there to be a need for global democratic multicultural citizenship: ‘Global citizenship refers
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