March 18-19, 2013
The so-called post-2015 process is a growing space for citizens’ participation and debate on what we want for the planet. Through the meetings and official events convened by United Nations, the civil society global networks and, in particular, the social movements are putting forward proposals to make this process significant not only for international agencies but also for people.
The post-2015 process makes reference to potential global agreements that can be made by governments in an active and effective way, under the proposal of Sustainable Development Goals, so as to implement public policies in strategic spaces such as protection of the environment, strengthening democracies and human rights, the development of education as a promoter of integral human capacities and the struggle against inequality and all forms of discrimination.
In the education field, some core ideas have been defined to guide the citizens’ participation on the post-2015 process and the advocacy work of global organizations within the education movement (in particular, ICAE), and we would like to prioritize the following:
The framework of global development objectives on education must be adult learning and education (ALE) as human rights. This rights-based approach includes the most legitimate demands for access to universal and free education for children, young people and adults, inclusive education systems with quality and meeting the social and cultural demands of communities and regions.
Therefore, it is necessary to develop systems that provide, under different forms (school and community), education from early childhood to higher education and adult learning and education (ALE) in formal and non-formal spaces. In order to have education justice, it is a priority to struggle against functional and early illiteracy and to work for the democratization to access of new communication technologies and strengthen the autonomy of people who has been excluded from the benefits of material progress. The role of the State is key to lead these processes, developing its “social intelligence” and acting as the guarantor of social, economic and cultural rights.
The meeting of the Global Consultation on Education recently held in Dakar on March 18-19, evidenced, once again, the complexity of this process. Civil society and social movements have to be on the alert, and move in a coordinated way so as to protect the human rights framework that has been so difficult to achieve. In the final document of this meeting, the achievement of the coordinated work of civil society is evidenced: education as a human right and the basis for sustainable development.
Read more in Voices Rising Nº438