One danger of having a global learning goal is that it might be interpreted by some as requiring a global or common curriculum across countries. This is not something that we should want to see happen, although there are already hints of this tendency in some countries’ decisions to reform their national curricula to be more in line with international assessments of student achievement, such as TIMSS and PIRLS (which are seen by some as implicitly promoting a global curriculum). We need to be careful to separate the idea of a global learning goal from any notion of a global curriculum. A global goal for learning should still allow for national identify and priorities while keeping the spirit of universal learning to the forefront.
Early childhood education is, of course, a critical component of any effort to achieve universal learning, since early childhood is a key time for cognitive and physical development. A child’s brain has huge potential for learning at this stage and while neural pathways continue to be laid down over the lifetime, the early years set the trajectory of their learning for years to come.