Social And Curricular Pertinence

The term “pertinence” was first introduced by UNESCO in a series of reports (“The World Conference on Higher Education”, 1995, 1998, 2009) to propose that higher education should be evaluated in terms of the correspondence between what society expects from institutions and what the institutions do. TO-INN believes that such a correspondance must be determined by a notion of social justice. Thus, the notion of pertinence is central to institutions, university programmes and all social cohesion projects.

TO-INN aims to further the debate on teacher education by revising and reformulating current teacher education curricula and tailoring these to societal needs informed by a notion of social justice and focused on our project axes.

Initially, we understand curricular pertinence to mean course content that is, in its design and development, as sensitive to the interests and demands of diverse social, cultural and productive contexts (social pertinence) as it is to learning and university students’ personal and intellectual development needs (curricular pertinence).

In order to achieve socially pertinent curricula we need to tap into our extensive knowledge of the society for which this content is being developed and the social aims for which it is being designed. Likewise, transversal values such as freedom, tolerance, respect, gender equality, equity and social justice will help us define the citizen model we intend to create.