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Web-edu.tv is a platform for sharing experiences and accessing scientific films on line. It is fed by discussion forums meant to stimulate debate and advocate for education policy post-2015.
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WEB-EDU.TV.- Basic education and training of the pastoral nomadic populations in cross border areas
https://www.youtube.com/watch?v=0s4O4IfDsWo&feature=youtu.be

Education de base et formation des populations pastorales en zone transfrontalière
http://www.web-edu.tv/spip.php?article84

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DECLARACIÓN DE LA I REUNIÓN DE MINISTROS DE EDUCACIÓN DE LA COMUNIDAD DE ESTADOS LATINOAMERICANOS Y CARIBEÑOS (CELAC)

 

La Habana, 7 de febrero de 2013

Los Ministros de Educación de los países de la Comunidad de Estados Latinoamericanos y Caribeños (CELAC), reunidos en La Habana, Cuba, en ocasión del Congreso Internacional Pedagogía 2013,

Conscientes que la constitución de la Comunidad de Estados Latinoamericanos y Caribeños (CELAC) marca un hito en la historia de América Latina y el Caribe, al constituirse una sola identidad regional con la misión de avanzar en la unidad e integración política, económica, social y cultural de nuestra región.

Conscientes, asimismo, de que este encomiable esfuerzo integracionista no será posible en términos reales y sostenibles si no se aborda el problema de la Educación en nuestros países, desde su doble dimensión: como derecho humano fundamental y como una inversión en la construcción de ciudadanía y el futuro de nuestros países.

 

Reafirmando, en este contexto,  que todas las personas deben gozar del derecho humano a la educación, proclamado, en particular, en la Declaración Universal de Derechos Humanos, así como otras convenciones, pactos e instrumentos internacionales acordados en las dos últimas décadas. 

 

Reafirmando también nuestros compromisos con la Declaración Mundial sobre la Educación para Todos (EPT), adoptada en Jomtien, en 1990 y con los Seis Objetivos formulados en el Marco de Acción del Foro Mundial de la Educación, celebrado en Dakar, en el año 2000 para el cumplimiento de las metas de la EPT.

 

Conscientes de la importancia primordial de la EPT, para el desarrollo económico y social sostenible de nuestros países, el bienestar de las familias, la realización de los derechos humanos de todas y todos, para enfrentar los desafíos del presente y del mañana, en la materialización de los sueños de integración de los próceres de la independencia de nuestros pueblos.

 

Constatando que, a pesar de que Latinoamérica y el Caribe ha avanzado de manera general en materia educativa, a tres años del 2015, plazo fijado para el cumplimiento de las metas de EPT, algunos países de la región corren el riesgo de no cumplir algunas de ellas, en particular el objetivo de la educación primaria universal y la erradicación del analfabetismo. 

 

Teniendo presente que en el Marco de la CELAC, la I Reunión de Ministros de Educación de los países miembros, es una oportunidad trascendental para incrementar el intercambio, la concertación, la cooperación e integración en materia educativa entre los miembros de nuestra Comunidad, para el alcance de objetivos más ambiciosos.

 

Ratificamos que el logro de la EPT en nuestra región requiere de acciones progresivas, integrales, a corto, mediando  y largo plazo y en diferentes frentes, así como del trabajo mancomunado de los gobiernos, la sociedad civil, los maestros, estudiantes, instituciones educacionales, de formación, investigación y académicas de todos los miembros de nuestra Comunidad.

 

Con el fin de contribuir a cumplimentar las metas nacionales, regionales e internacionales previamente acordadas a las cuales nos hemos comprometido y las nuevas que nos propongamos en el marco de nuestra Comunidad, acordamos lo siguiente:

 

  1. Aumentar progresivamente la oferta de educación por la vía institucional y no institucional para la primera infancia, tanto en las zonas urbanas como rurales de nuestros países y potenciar su carácter educativo. 

 

  1. Establecer, en los países que sea necesario, como prioridad de las políticas educativas y presupuestarias de los gobiernos la implementación de programas de alfabetización y post alfabetización que respondan a la diversidad socio-cultural y económica de cada país, con énfasis en la atención a los sectores más vulnerables, superando las disparidades de género.

 

  1. Elaborar políticas específicas para los pueblos indígenas y afrodescendientes, que contribuyan a canalizar recursos y esfuerzos que faciliten el despliegue de todas las políticas y sistemas de educación.

 

  1. Extender las mejores experiencias que han garantizado la erradicación total o parcial del analfabetismo en varios países de la región.

 

  1. Impulsar la ampliación de la cobertura en el nivel de educación preescolar, a los fines de garantizar un ingreso a la educación primaria con las competencias, habilidades básicas, esenciales y necesarias a objeto de garantizar la prosecución y obtención de mejores logros de nuestros y nuestras estudiantes en los trayectos posteriores de la educación primaria, secundaria, terciaria y universitaria.

 

  1. Garantizar la cobertura universal y  gratuita de la educación primaria y secundaria y el principio de  igualdad de oportunidades y obligatoriedad de la educación básica y  fortalecer y promover estrategias que permitan acceder a espacios de capacitación y formación continua.

 

  1. Promover la universalización de la educación de calidad, perfeccionando  el nivel de adquisición de las competencias básicas y de los conocimientos fundamentales por parte de los alumnos, demostrando un incremento de los resultados en las pruebas nacionales e internacionales.

 

  1. Potenciar la educación en valores, para la formación de una ciudadanía activa, ética, solidaria, creativa, humanista, tolerante, participativa, respetuosa de la ley y del medio ambiente, no violenta y no discriminatoria, potenciando que la educación artística y la educación física tengan un papel relevante entre los estudiantes.

 

  1. Fomentar una educación que propicie y desarrolle el conocimiento de la cultura nacional, latinoamericana y caribeña, y valore la historia de lucha de nuestros pueblos por su liberación, independencia y autodeterminación y, en este sentido, propiciar la incorporación en los programas educativos de contenidos vinculados con la unidad e integración latinoamericana y caribeña desde la perspectiva de sus antecedentes históricos, su desarrollo contemporáneo y visiones futuras.

 

  1.  Afianzar el sentido de identidad y unidad latinoamericana y caribeña a través de la educación intercultural bilingue que estimule el respeto, promoción y desarrollo de nuestra diversidad lingüística y cultural.

 

  1. Incorporar y ampliar, según corresponda el uso de las nuevas tecnologías de la información y las comunicaciones, en especial en la elaboración y transferencia de productos audiovisuales e informáticos de carácter pedagógico, dirigidos a elevar el aprendizaje de los alumnos y su formación integral.

 

12.Desarrollar una educación que forme al ser humano y lo prepare para el trabajo, y que brinde a los estudiantes la oportunidad de recibir información, promoción y orientación vocacional que les permita potenciar sus actitudes, intereses y capacidades para la elección oportuna y acertada de una ocupación que le garantice un empleo digno, base del desarrollo, del bienestar, la inclusión y la equidad social.

 

13.Mejorar y adaptar el diseño de la educación técnico – profesional de acuerdo con las demandas laborales y del desarrollo económico y social de nuestras sociedades, incrementando el porcentaje de alumnos que realiza prácticas de formación en empresas o instituciones laborales, y lograr una mejor articulación de las políticas de formación de la educación básica con la profesional y una mejor comprensión por parte de los estudiantes de la importancia de la educación permanente para el mundo del trabajo.

 

  1. Revisar las prácticas evaluativas para asegurar el otorgamiento de crédito por el aprendizaje precedente, especialmente, en lo que concierne a la educación técnica y vocacional, tanto en contextos formales como no formales. Se debe estimular la utilización de una educación basada en competencias.

 

  1. Revisar la estructura interna de los sistemas educativos para garantizar que haya continuidad de estudios entre los niveles de la formación regular, así como alternativas para ello, en los adultos que transiten por otras vías regulares o no dentro del sistema.

 

  1. Revisar las políticas de formación docente y garantizar la cobertura necesaria para enfrentar el cumplimiento de los objetivos de EPT, con una adecuada relación alumnos/profesor y con los niveles de certificación correspondientes a los establecidos para ejercer la profesión docente, además de lograr coherencia entre la formación inicial y la superación de los docentes en ejercicio y una mayor vinculación de los centros formadores con el sistema educativo y de los currículos con la práctica en la escuela.

 

Ampliar el espacio latinoamericano y caribeño del conocimiento y fortalecer la investigación científica, tecnológica y la innovación en la región, entre otras cosas, mediante la creación de redes universitarias para la oferta de postgrados, la movilidad de estudiantes e investigadores, la colaboración de instituciones científicas y la concreción de proyectos regionales, que vayan dirigidos a la solución de los principales problemas que se presentan en la educación en aspectos tales como que vayan dirigidos a áreas de interés común tales como: las energías renovables, la agroindustria, los recursos hídricos, la biotecnología, las geociencias, la educación, la salud, el medio ambiente y los recursos naturales, el cambio climático y la contaminación ambiental, la producción agroforestal, la evaluación de riesgos, la erradicación del hambre, la reducción de desastres y la transformación tecnológica, entre otros. .                                  

 

  1. Donar e intercambiar sistemáticamente publicaciones y libros, en particular de historia, literatura, cultura y geografía nacionales, para ponerlos a disposición de las bibliotecas públicas de los países de la CELAC, con el fin de facilitar el conocimiento mutuo entre nuestros pueblos.

 

  1. Difundir a los miembros de nuestra Comunidad, a través de su Presidencia Pro-Témpore, la convocatoria de los principales eventos, congresos y foros en materia educacional, que se programen en nuestros países a fin de facilitar la más amplia participación e intercambio entre nuestros educadores.

 

  1. Llamar a los donantes multilaterales y bilaterales a cumplir sus compromisos y dar prioridad a los países de nuestra región, que se encuentran más retrasados en la consecución de los Objetivos de la Educación Para Todos.                                                     

 

  1. Instar a una participación más activa de la región en los Foros Internacionales, para dejar definidas posiciones concertadas entre nuestros países en materia de educación, lo que permitiría definir objetivos y metas a lograr posteriores a 2015.

 

  1. Fortalecer el Espacio de Encuentro Latinoamericana y Caribeño de Educación Superior (ENLACES) para promover y profundizar la organización de redes universitarias intrarregionales.

 

  1. A la luz de todo lo anterior, los Ministros y Jefes de Delegaciones participantes en la Primera Reunión de Ministros de Educación de la Comunidad de Estados Latinoamericanos y  Caribeños (CELAC) deciden la siguiente hoja de ruta:

 

       Considerar a la alfabetización total de sus poblaciones y al logro de una educación de calidad para todos como un objetivo a lograr y como un vehículo importante en el marco del desarrollo social de los países que integran la CELAC, y  como vía para avanzar hacia la reducción progresiva de las disparidades sociales existentes en la América Latina y el Caribe. 

 

       Trabajar, en aquellos países con un nivel de alfabetización superior al 90 por ciento, por alcanzar la alfabetización total de sus poblaciones a más tardar en el año 2015.

 

       Trabajar por alcanzar el mismo objetivo, en aquellos países de la región con un nivel de alfabetización inferior a dicho porcentaje, para el año 2020. 

 

       Elaborar, en cooperación con la Comisión Económica para la América Latina y el Caribe (CEPAL), un catálogo de las mejores prácticas, de formación y desarrollo docente, de atención a la primera infancia, sobre equidad para las poblaciones rurales, indígenas y afrodescendientes,  y de los mecanismos de cooperación en materia de alfabetización existentes en la región, y de las mejores formas de utilizarlos a fin de cumplir los objetivos anteriores.

 

       Elaborar, también en cooperación con la CEPAL, un manual de las políticas públicas en materia de educación existentes en la región y determinar las mejores vías de promover la cooperación intrarregional en la materia,  tanto en relación con políticas de inclusión educativa, como las que privilegian la calidad de la enseñanza y el aprendizaje.

 

       Identificar los posibles programas de becas y de intercambio académico entre los países de la región que puedan contribuir al desarrollo económico, social y científico de nuestros países y a su mayor integración, de conformidad con los principios y objetivos que rigen la CELAC.

 

       Conciliar posiciones de los países miembros de la CELAC a fin de garantizar que el proceso de reformas de la UNESCO responda a los intereses de la América Latina y el Caribe.

 

       Conciliar posiciones de los países miembros de la CELAC, en particular sobre los desafíos de la educación, con vistas a la definición de los objetivos post 2015, que se aprobarán por la UNESCO y la Asamblea General de las Naciones Unidas.

 

       Reforzar el papel de la UNESCO, como agencia líder a nivel mundial, en la atención a los desafíos y prioridades de la educación.

 

       Crear un grupo de trabajo permanente de la CELAC, cuya primera reunión se efectuaría en fecha y sede a definir, que contribuya a la consecución de las anteriores decisiones y a proponer nuevas vías de cooperación en esta esfera. El grupo de trabajo rendirá su primer informe reunión de Coordinadores Nacionales que se efectúe después de la conclusión de esta etapa de sus trabajos.

 

       Solicitar a la II Cumbre de la CELAC, a efectuarse en La Habana, Cuba, en enero de 2014, que potencie el papel de la educación, en todos sus niveles, entre los sectores prioritarios para la Comunidad en su objetivo de promover el desarrollo social de la América Latina y el Caribe.

 

DECLARATION OF THE FIRST MEETING OF MINISTERS OF EDUCATION OF THE COMMUNITY OF LATIN AMERICAN AND CARIBBEAN STATES (CELAC)

Havana, February 7, 2013

We, the Ministers of Education of the countries of the Community of Latin American and Caribbean States (CELAC), gathered in Havana, Cuba, on occasion of the “Pedagogy 2013” International Congress,

Aware of the fact that the establishment of the Community of Latin American and Caribbean States (CELAC) is a landmark in the history of Latin America and the Caribbean, setting up a sole regional identity with the mission to further political, economic, social and cultural integration and unity in our region.

Also aware that this commendable effort towards integration will not be possible in real and sustainable terms if the Education problem is not tackled in our countries both as a fundamental human right and as an investment in citizenship building and the future of our countries.

Reaffirming in this context that all persons must enjoy the human right to education proclaimed in the Universal Declaration of Human Rights, in particular, and in other international conventions, covenants, and instruments adopted during the last two decades.

Reaffirming also our commitment to the World Declaration on Education for All (EFA) adopted in Jomtien in 1990 as well as to the Six Goals set in the Dakar Framework for Action at the World Education Forum held in Dakar in the year 2000 for the attainment of the EFA goals.  .

Aware of the paramount importance of EFA for the sustainable economic and social development of our countries, the wellbeing of families, the enjoyment of human rights by all, for facing present and future challenges, and for the materialization of the integration dreams of the founding fathers of the Independence of our peoples.

Witnessing that despite overall progress in Latin America and the Caribbean in the field of education, three years from 2015 –the deadline to meet the EFA goals–, some countries in the region run the risk of missing some of them, particularly the goals of universal primary education and eradication of illiteracy.

Bearing in mind that within the CELAC framework, the First Meeting of Ministers of Education of the Member States is a pivotal opportunity to advance exchange, coordination, cooperation and integration in the field of education among the members of our Community to achieve more ambitious goals

Ratify that attaining EFA goals in our region requires gradual, comprehensive short, medium and long term actions in different fields, as well as the concerted efforts of governments, civil society, teachers, students, and the educational, training, research, and academic institutions in all Member States of our Community.

For the purpose of contributing to the achievement of the international, regional, and national goals adopted, which we pledged to fulfill, as well as those we may propose to attain within the framework of our Community, we agree the following:

1.    Gradually increase education opportunities through formal and non-formal education for early childhood, both in urban as well as rural areas in our countries and strengthen their educational character.

2.    Give priority, as appropriate, in governmental educational and budgetary policies, to the implementation of literacy and post-literacy programs in accordance with the economic, social and cultural diversity of each country, placing emphasis on the most vulnerable sectors and overcoming gender disparities.

3.    Develop specific policies for indigenous and Afro-descendant populations in order to contribute to channel resources and efforts to promote inclusive educational policies and systems.

4.    Disseminate best practices that have ensured full or partial eradication of illiteracy in several countries of the region.

5.    Galvanize a wider coverage on pre-primary education in order to guarantee primary education enrolment with the necessary and essential competencies and basic skills, thus ensuring the pursuit and attainment of better outcomes in our students in primary, secondary, tertiary, and university training.

6.    Guarantee free and universal coverage for primary and secondary education, the principle of equal opportunities, and compulsory basic education, and promote and strengthen strategies aimed at providing access to continuous qualification and training.

7.    Promote universal quality education by improving the level of attainment of basic competencies and basic knowledge by the students, showing better performances in national and international tests.

8.    Promote teaching of values by updating the curricula of the different educational levels, in order to develop an active, ethical, supportive, creative, humane, tolerant, participatory, law-abiding and respectful of the environment, non-violent and non-discriminatory citizenship, while placing emphasis on the important role of artistic and physical education among the students.

9.    Promote an education that fosters and develops knowledge on national, Latin American, and Caribbean culture and appraises the history of struggle of our peoples for their freedom, independence and self-determination and, in this regard, promote the inclusion in educational programs of subjects related to Latin American and Caribbean unity and integration, taking into consideration its historical background, current development and future perspectives.

10.     Consolidate the sense of Latin American and Caribbean identity and unity through a bilingual intercultural education that fosters respect for and promotion and development of our linguistic and cultural diversity.

11.    Incorporate and extend, as appropriate, the use of new information and communication technologies, especially in the development and transfer of teaching-oriented audiovisual and information materials for the purpose of enhancing learning and comprehensive training of students.

12.    Develop an education that will prepare and train the human being for the world of work and that will provide students with the opportunity of receiving information, promotion, and vocational guidance enabling them to boost their attitudes, interests and abilities to adequately and timely choose an occupation that will guarantee them a decent job, which is the basis for development, wellbeing, inclusion, and social equity.

13.    Improve the design of technical and vocational training and adapt it to the demands of the labor market and to the social and economic development of our societies, increasing the percentage of students who have training practices in companies or working centers, and achieve better coordination between basic education and professional training policies and a better understanding by the student of the importance of lifelong learning for the world of work.

14.    Review evaluation practices to ensure granting of credit for learning skills met, particularly as to technical and vocational education, both in formal and non-formal contexts.  A competency-based education should be encouraged.

15.    Review the internal structure of educational systems to ensure continuity between the different levels of formal education, as well as alternative training programs for adults studying in or outside the formal system.

16.    Review policies related to qualification of teaching staff and guarantee the necessary teacher coverage in order to achieve EFA goals, with a proper pupil/teacher ratio and the adequate certifications levels required to exercise the teaching profession, as well as a coherent initial training and continuous professional development strategy for the teaching staff and better coordination between training centers and the educational system and between curricula and classroom practice.

Enhance Latin American and Caribbean environment for knowledge and promote innovation and scientific and technological research in the region by, inter alia, creating university networks to promote post-graduate courses, readiness of students and researchers, collaboration among scientific institutions and the materialization of regional projects aimed at solving the most pressing problems in areas of common interest such as: renewable energy sources, agro-based industry, water resources, biotechnology, geosciences, education, health, environment and natural resources, climate change and environment pollution, agro-forestry production, risk assessment, eradication of hunger, disaster reduction and technological transformation, among others.

17.    Donate and regularly exchange publications and books, particularly on national history, literature, culture and geography, to be available in the public libraries of CELAC member countries, with a view to promote mutual knowledge among our peoples.

18.    Disseminate among the members of our Community, through its Pro Tempore Chairmanship, notification of the main events, congresses, and fora on education scheduled to be held in any of our countries, in order to promote the widest participation of and exchange among our educators.

19.    Call for multilateral and bilateral donors to fulfill their commitments and give priority to those countries in our region that are lagging behind in the achievement of the Education for All Goals.

20.    Encourage a more active participation of the region in international fora to define concrete stands among our countries in the field of education, enabling us to set post-2015 goals and targets.

21.    Strengthen the Latin American and Caribbean Meeting Space on Higher Education (ENLACES) to promote and consolidate intra-regional university networks.

22.    In light of the foregoing, the Ministers and Heads of Delegations participating in the First Meeting of Ministers of Education of the Community of Latin American and Caribbean States (CELAC) adopt the following road map:

–    To consider universal literacy in their populations and quality education for all as a goal to be attained and as an important tool in terms of the social development of the Member States of CELAC, so as to advance  the gradual reduction of the existing social disparities in Latin America and the Caribbean.

–    To work towards attaining the target of universal literacy in their populations by the year 2015, in those countries with over 90% literacy rate.

–    To work towards achieving the same goal by the year 2020, in those countries of the region showing literacy rates below the abovementioned percentage.

–    To draw up, in collaboration with the Economic Commission for Latin America and the Caribbean (ECLAC), a catalogue of existing regional best practices on teaching staff training and qualification, early childhood care, equity for rural, indigenous and Afro-descendant populations, and cooperation mechanisms in the field of literacy, as well as the best ways of implementing them in order to attain the abovementioned goals.

–    To draw up, also in collaboration with ECLAC, a manual on existing public education policies in the region and determine the best way of fostering intra-regional  cooperation in this field, both in terms of educational inclusive policies as well as those that favor quality education and learning.

–    To identify potential scholarship and academic exchange programs among countries of the region that may contribute to the social, economic, and scientific development of our countries and greater integration, in accordance with the guiding principles and goal of CELAC.

–    To define positions of the Member States of CELAC so as to guarantee that the process of reforms of UNESCO responds to the interests of Latin America and the Caribbean.

–    To define positions of the Member States of CELAC, especially on the challenges of education, in order to determine the objectives post 2015, to be adopted by UNESCO and the United Nations General Assembly.

–    To reinforce the role of UNESCO, as the leading agency worldwide, dealing with the challenges and priorities of education.

–    To establish a standing working group in CELAC — the date and venue of its first meeting to be decided later on– which will contribute to the implementation of the above decisions and propose new ways and means of cooperation in this field. This working group shall submit its first report to the meeting of National Coordinators to be held after the conclusion of this phase of its work.

–    To request the Second Summit of CELAC, to be held in Havana, Cuba, on January 2014, to enhance the role of education -at all levels- among the priority sectors of the Community, in accordance with its goal of fostering social development in Latin America and the Caribbean.

ICAE Virtual Exchange: “Post-2015 education agenda: advocacy actions”, 17-28 June 2013.

Complete version of the ICAE Virtual Exchange in English
Versión completa del Intercambio Virtual del ICAE en Español
La version complète du L’échange virtuel de l’ICAE en Français

Education for All Policy Paper Calls for Post-2015 Goal with Specific Financing Target

June 2013: The Education for All Global Monitoring Report and the UN Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics have jointly produced a policy paper that shows that “progress in reducing the number of children out of school has come to a virtual standstill just as international aid to basic education falls for the first time since 2002.”

The paper indicates that progress has slowed “mainly because the number of children out of school in sub-Saharan Africa has remained at about 30 million over the last five years.” South and West Asia are reported to have made “considerable gains,” by contrast.

Among other findings and recommendations, the report suggests that: new approaches are needed to develop profiles of out-of-school children and youth and the disadvantages they face; gender often interacts with poverty and where a child lives to create disadvantages in learning opportunities within countries; reductions in aid are likely to jeopardize the chances of schooling for millions of children; and if basic education were prioritized in donors’ budgets, and donors that have committed to reach the 0.7% target for official development assistance reach it, an additional US$5.3 billion could be provided.

The paper concludes with a note that its authors are calling for a post-2015 development agenda goal with a specific target for financing by aid donors of education.

Read more

….

Agenda Post-2015: reinventando la forma global de tomar decisiones | Olav Kjørven

Por primera vez en la historia, las Naciones Unidas (ONU) han convocado a personas de todo el mundo a participar en la elaboración de una agenda global: los futuros objetivos de desarrollo.

Estamos explorando un nuevo terreno, utilizando medios digitales, teléfonos celulares y encuestadores puerta a puerta, a fin de que la mayor cantidad de personas posible pueda participar en el debate de los futuros objetivos para luchar contra la pobreza, a partir de los Objetivos de Desarrollo del Milenio (ODM).

Seguir leyendo aqui: http://www.undp.org/content/undp/es/home/ourperspective/ourperspectivearticles/2013/04/16/post-2015-agenda-reinventing-global-decision-making-/#.UXACyiKkTK0.facebook

Vea el informe”The Global Conversation Begins” (Comienza la conversación global) aquí

  • flyer_kmessages_eng_bflyer_kmessages_fr_bflyer_kmessages_ar_bflyer_kmessages_es_bSystematization of ICAE Strategic Seminar in MarrakechGlobal Policies  ICAETwo major global strategies should account for results in 2015: Education for All (EFA) and the Millennium Development Goals (MDGs). Both the globalization and the knowledge society phenomena have required the development of new paradigms to identify educational needs and actions required for the world to move towards full recognition of human rights and social justice.Read more
  • 1.000 días de acción para los ODM
    Por Selim JahanMuchos países han dado pasos impresionantes hacia el logro de los ODM. Con más de 400 informes nacionales sobre los ODM realizados llega el momento de seguir con detenimiento los progresos y utilizarlos para guiar el desarrollo de mejores políticas. La meta de reducir la pobreza extrema a la mitad fue alcanzada cinco años antes de la fecha prevista. En 2011 hubo alrededor de 14.000 muertes infantiles diarias menos que en 1990. Sin embargo, dado que las proyecciones actuales indican que en 2015 habrá casi 1.000 millones de personas viviendo con ingresos inferiores a…

Más: REVISTA HUMANUM

  • Shifting the Terms of the Debate Around Discussions on Development Agenda Post 2015*A general refl ection on the process of debates so far taking place around the Development Agenda Post 2015 was written by DAWN Executive Committee member and a member of the Global Advisory Group on Inequalities, Nicole Bidegain. She and Gita Sen, DAWN Executive Committee Member and a member of the High Level Task Force on ICPD, drew from this article as well as from other DAWN consultations and refl ection, to intervene in the debate during the Global Thematic Consultation on Addressing Inequalities in the Post-2015 Development Agenda. The event, led by UNICEF and UN Women with support from the Governments of Denmark and Ghana, was held in Copenhagen on February 18-19 2013. Read Nicole’s remarks at the Public Dialogue at http://dawnnet.org/advocacycso.php?id=279. Watch Nicole’s intervention at http://www.livestream.com/unicef/video?clipId=pla_fcbabad8-d85a-4e5a-a142-4687c6750553.

See the DAWN INFORMS here

  • Newsletter 1 of the Education Global ConsultationPost-2015 Global Thematic Consultation on Education
    Co-led by UNESCO and UNICEF and co-funded by the Governments of Canada and Germany
    Online Newsletter – Issue 1, January 2013Content
    – First E-Discussion: Equitable Access to Education
    – A word of thanks from the moderators
    – What’s New? Recently added – Resources
    – Announcements and Events
    – You can participate in shaping the Post2015 AgendaDownload
  • Synthesis Report on the Global Thematic Consultation on Addressing InequalitiesGlobal Thematic Consultation on the Post-2015 Development AgendaADDRESSING INEQUALITIESSynthesis Report of Global Public ConsultationCo-led by UNICEF and UN Women
    with support from the Government of Denmark and the Government of Ghana7th February 2013Disclaimer: This Report is based on and reflects an extensive global public consultation, held from September 2012 to January 2013. Its content and recommendations do not necessarily reflect the views and positions of UNICEF, UN Women, the United Nations, the Government of Denmark or the Government of Ghana.Please click on the pdf file or DOWNLOAD below to read the draft Report on the Global Thematic Consultation on Inequalities.DownloadSource: http://www.worldwewant2015.org/es/node/299198
  • Brookings Paper Discusses Role of Education in Post-2105 Agenda
    December 2012: A new paper, titled “The Education Link: Why Learning is Central to the Post-2015 Global Development Agenda,” discusses the role of education in the post-2015 global development agenda.The paper, authored by Anda Adams and published as a working paper by the Center for Universal Education at the Brookings Institution, describes the leading frameworks proposed for the post-2015 global development agenda and highlights how education and learning fit within each of those frameworks. It aims to ensure that education will fit within the agreed-upon overarching organizing framework.The seven potential frameworks addressed in the paper are: Ending Absolute Poverty; Equity and Inclusion; Economic Growth and Jobs; Getting to Zero; Global Minimum Entitlements; Sustainable Development; and Well-Being and Quality of Life.
    The paper concludes that education is an essential ingredient for development, and regardless of the global development framework adopted, quality education and opportunities for learning will have a significant role to play in achieving global development goals.[Publication: The Education Link: Why Learning is Central to the Post-2015 Global Development Agenda]
  • EDUCATION FIRST
    An Initiative of the Secretary-GeneralWhat Education First will do
    The convening power of the United Nations Secretary-General provides a crucial link that could set us on track to 2015. Education First will rally a broad spectrum of actors for the final push. In addition, Education First will lay the groundwork for a bold vision for education post-2015. It also provides a platform to generate open discussion on the purpose of education in today’s context; we must put in place the foundation needed to prepare children for life.To provide the desperately needed “breakthrough in education”, Education First will:
    1.Rally together a broad spectrum of actors for the final push to 2015 and ensure we deliver on the promise of universal access to primary education;
    2. Spur a global movement to put quality, relevant and transformative education right at the heart of the social, political and development agendas; and
    3. Generate additional and sufficient funding for education through sustained global advocacy efforts.Contact
    Email: educationfirst@un.org
    http://www.globaleducationfirst.org/index.htmlGovernance structure
    Under the leadership of the Secretary-General, the Initiative is comprised of a High-Level Steering Committee and a Group of Champion countries.
    1.- High-Level Steering Committee
    The Steering Committee is a high-level body that provides strategic direction and guidance to the United Nations Secretary-General to ensure visibility and success of Education First.
    Members of the High-Level Steering Committee
    2.- Group of Member State Champions
    The Group of Champion Countries is comprised of 10 Heads of Member States who galvanize support for Education First among governments and intergovernmental bodies.Members of the Group1.- Members of the High-Level Steering CommitteeBAN Ki-moon – Chair: Secretary-General, United Nations
    BAN Ki-moon is the eighth Secretary-General of the United Nations. His priorities have been to mobilize world leaders around a set of new global challenges, from climate change and economic upheaval to pandemics and increasing pressures involving food, energy and water. He has sought to be a bridge-builder, to give voice to the world’s poorest and most vulnerable people, and to strengthen the Organization itself.  Mr. Ban took office on 1 January 2007. On 21 June 2011, he was unanimously re-elected by the General Assembly and will continue to serve until 31 December 2016.Irina Bokova – Executive Secretary: Director General, UNESCO
    Irina Bokova has been the Director-General of UNESCO since 15 November 2009. Before being elected as the first woman to head the Organization, she was a Bulgarian diplomat and politician. She was Minister for Foreign Affairs and Coordinator of Bulgaria-European Union relations (1995-1997) and subsequently Ambassador of Bulgaria (2005-2009) to France, Monaco and UNESCO. While serving as State Secretary on European Integration and Minister for Foreign Affairs, Ms Bokova always promoted European integration. As an active member of many international expert networks and of civil society, she has worked to overcome European divisions and to foster the values of dialogue, diversity, human dignity and human rights.Michelle Bachelet: Executive Director, UN Women
    Michelle Bachelet is the Under-Secretary-General and Executive Director of UN Women. A leader in student political affairs, during the Unidad Popular (Popular Unity) government of Salvador Allende she participated in the Socialist Youth movement. After she returned from exile to Chile in 1979, she continued her studies in medicine at the University of Chile and graduated as a surgeon in 1982. In 2000, Michelle Bachelet was named Minister of Health in President Ricardo Lagos’ administration, and then became Defense Minister in 2002. In 2006, Michelle Bachelet became the first woman to be elected President in the history of the Republic of Chile, until March 2010.Chernor Bah: Youth Advocate
    Chernor Bah is a former refugee from Sierra Leone. Following years of civil war in his country, he founded and led the Children’s Forum Network, Sierra Leone’s children parliament. In that role, Chernor presented a report on the experience of Sierra Leonean children to the Truth and Reconciliation Commission. In 2002, Chernor served as Junior Executive Producer of a UN Children/youth radio project, designed to involve young people in Sierra Leone’s post conflict discourse. Since then Chernor has worked with youth in Liberia, Lebanon, Haiti, Uganda and other emergency settings, leading efforts to strengthen youth voices in development and policy processes. A former UNFPA Special Youth Fellow, Chernor co-wrote a report titled “Will You Listen-Young Voices from Conflict Zones” and co-led the Youth Zones initiative. Chernor holds an MA in Peace Studies from the University of Notre Dame and a Bachelors degree from the University of Sierra Leone.Carol Bellamy: Chair, Global Partnership for Education
    Carol Bellamy currently serves as the Chair of the Board of Directors of the Global Partnership for Education (GPE), a multi-billion dollar fund dedicated to strengthening basic education in poor countries. After 11 years of experience as a lawyer and banker in the private sector and 13 years as an elected official in New York, Carol Bellamy became Director of the Peace Corps from 1993 – 1995. From 1995 to 2005, she was Executive Director of UNICEF. She doubled UNICEF‘s resources from US$800 million in 1994 to more than US$1.8 billion in 2004.Gordon Brown: Secretary-General’s Special Envoy on Global Education
    Gordon Brown  served as Prime Minister of the United Kingdom and Leader of the Labour Party from 2007 to 2010. Previously, Brown served as Chancellor of the Exchequer from 1997 to 2007. His time in government helped to shape his views on the importance of education as a fundamental right of every child in the world and an engine of future global economic growth and prosperity. Brown co-chairs (with Graca Machel) a High Level Panel on global education, has authored a number of papers on education issues, and currently serves as the Member of Parliament for Kirkcaldy and Cowdenbeath. He also serves as Chair of the World Economic Forum’s Global Issues Group and as a Board Member of the World Wide Web Foundation. In July 2012, Brown was appointed UN Special Envoy for Global Education by UN Secretary-General Ban Ki-moon.Helen Clark: Administrator, UNDP
    Helen Clark became the Administrator of the United Nations Development Programme in April 2009, and is the first woman to lead the organization. She is also the Chair of the United Nations Development Group. Prior to her appointment with UNDP, Helen Clark served for nine years as Prime Minister of New Zealand, serving three successive terms from 1999 – 2008. Throughout her tenure as Prime Minister, Helen Clark engaged widely in policy development and advocacy across the international, economic, social and cultural spheres.Camilla Croso: President, Global Campaign for Education
    Camilla Croso is a Brazilian human rights activist, and President of the Board of the Global Campaign for Education (GCE). GCE is a civil society movement which aims to ensure that states act to ensure realization of the right to education, through provision of free, quality, public basic education for all. GCE’s members include national education campaign coalitions in nearly 100 countries, alongside regional and international networks and international organizations. Ms Croso is also the coordinator of the Latin American Campaign for the Right to Education (CLADE), has been a consultant for several organizations including the European Community, and is the author of a series of articles and books in the area of education and rights, the latest being Equality of Ethnic Relations in Schools (2007).Bill Green: Executive Chairman, Accenture
    William D. Green is the current executive chairman of Accenture. In his 34-year career with the company, Mr. Green has built a reputation for his strong work ethic, results-oriented consensus building and exceptional ability to forge and maintain major client relationships. Mr. Green represents Accenture in a number of external venues including the United Nations’ Secretary-General’s High-Level Group on Sustainable Energy for All, the Initiative for Global Development, the Business Council, the International Business Council of the World Economic Forum and the G100. He is also deeply involved in many business groups supporting education in the United States and around the world.Susan Hopgood: President, Education International
    Susan Hopgood is the current President of Education International (EI), a global federation of about 400 unions in more than 170 countries and territories, which represents 30 million teachers and education employees in education institutions from early childhood to university. Additionally, she is the Federal Secretary of the Australian Education Union (AEU). Not limiting her commitments to education unionism, Susan is also extremely active in the broader Australian trade union movement. She is a Vice-president the Australian Council of Trade Unions (ACTU) and a member of a number of its committees.Jim Yong Kim: President-Designate, World Bank
    Jim Yong Kim, M.D., Ph.D., became the 12th President of the World Bank Group on July 1, 2012. A physician and anthropologist, Dr. Kim has dedicated himself to international development for more than two decades, helping to improve the lives of under-served populations worldwide. Dr. Kim comes to the Bank after serving as President of Dartmouth College, a pre-eminent center of higher education that consistently ranks among the top academic institutions in the United States. Dr. Kim is a co-founder of Partners In Health (PIH) and a former director of the HIV/AIDS Department at the World Health Organization (WHO).His Highness the Aga Khan IV: Chairman, Aga Khan Development Network
    His Highness the Aga Khan, a direct descendant of the Prophet Muhammad, is the 49th hereditary Imam (spiritual leader) of the Shia Imami Ismaili Muslims, a diverse community living in more than 25 countries. He founded and chairs the Aga Khan Development Network (AKDN), nine private, non-denominational development agencies dedicated to improving the quality of life of communities in Africa, Asia, and the Middle East. He is the founder and Chancellor of the Aga Khan University, and co-founded the University of Central Asia with the governments of Kazakhstan, Kyrgyzstan and Tajikistan. AKDN runs more than 300 schools, is developing a network of 18 schools of international excellence known as the Aga Khan Academies (the first two operate in Mombasa, Kenya and Hyderabad, India), and invests actively in early childhood development. The Aga Khan graduated from Harvard in 1959 (BA Hons, Islamic history) and has been awarded numerous honorary doctorates.Anthony Lake: Executive Director, UNICEF
    On 1 May 2010, Anthony Lake became the sixth Executive Director of the United Nations Children’s Fund, bringing to the position more than 45 years of public service. Over a career spanning 45 years of public service, Mr. Lake has worked at the most senior levels of the U.S. government, including his tenure as National Security Adviser (1993-1997). He also served as the U.S. President’s Special Envoy in Ethiopia, Eritrea, and Haiti.  Mr. Lake’s experience in international development began in the 1970s, as Director of International Voluntary Services, one of the world’s oldest peace organizations.  He has also served on the Board of Directors of Save the Children and the Overseas Development Corporation.  Over the past ten years, Mr. Lake has been an International Adviser to the International Committee of the Red Cross, and Chair of the Marshall Legacy Institute.  From 1998 to 2007 he served on the Board of the U.S. Fund for UNICEF, with a term as Chair from 2004 to 2007, after which he was appointed a permanent honorary member.

    HH Sheikha Moza bint Nasser: Chair, Qatar Foundation for Education, Science and Community Development
    Her Highness Sheikha Moza bint Nasser has been actively engaged in education and social reform in Qatar for many years and has played a major role in spearheading various national and international development projects. In 2003, UNESCO appointed her Special Envoy for Basic and Higher Education. In this capacity, she actively promotes various international projects to improve the quality and accessibility of education worldwide. She currently serves as Chairperson of Qatar Foundation for Education, Science and Community Development, a private non-profit organization founded in 1995 on the personal initiative of His Highness the Amir Sheikh Hamad Bin Khalifa Al Thani.

    Babatunde Osotimehin: Executive Director, UNFPA
    In January 2011, Dr. Babatunde Osotimehin, a Physician and Public Health expert became the fourth Executive Director of the United Nations Population Fund (UNFPA). Before this appointment, Dr. Osotimehin had served as the Minister of Health of Nigeria. Prior to that position, he was the Director-General of the Nigerian National Agency for the Control of AIDS, in which capacity he coordinatedthe HIV and AIDS response in the country of about 160 million people, as a result of which he was awarded the Nigerian national honour of Officer of the Order of the Niger. At UNFPA, he has introduced major reforms to make the Fund more focused and results-oriented as well as intensified efforts to promote the rights and agency of young people to build a better world, in the context of sexual and reproductive and and reproductive rights, including family planning.

    HE The Most Reverend Desmond Tutu: Archbishop Emeritus of Cape Town
    Desmond Tutu was born in Klerksdorp, in the South African state of Transvaal. He dedicated his life to church and human rights protection. In 1984, Desmond Tutu was awarded the Nobel Prize for Peace. After the country’s first multi-racial elections in 1994, President Mandela appointed Archbishop Tutu to chair the Truth and Reconciliation Commission, investigating the human rights violations of the previous 34 years. In 2007, Desmond Tutu joined former South African President Mandela, former U.S. President Jimmy Carter, retired U.N Secretary General Kofi Annan, and former Irish President Mary Robinson to form The Elders, a private initiative mobilizing the experience of senior world leaders outside of the conventional diplomatic process. Desmond Tutu’s historic accomplishments and his continuing efforts to promote peace in the world were formally recognized by the United States in 2009, when President Barack Obama named him to receive the Presidential Medal of Freedom.

    2.- Group of Member State Champions
    Australia http://australia.gov.au/
    Bangladesh http://www.bangladesh.gov.bd/
    Brazil http://www.brasil.gov.br/?set_language=en
    Croatia http://www.vlada.hr/en/
    Denmark http://www.stm.dk/_a_1578.html
    Guyana  http://www.gina.gov.gy/ministries.html
    South Africa http://www.gov.za/
    Tunisia http://www.tunisie.gov.tn/

  • Report of the Civil Society Reflection Group on Global Development Perspectives
    development dialogue no. 59, june 2012

The world faces an unprecedented coincidence of global crises. They testify to the failure of the dominant model of development and economic progress that is oriented on a technocratic modernisation path, is blind to human rights and the ecological limits of the global ecosystem, confuses growth of Gross Domestic Product with progress in society, and regards poverty as a primarily technical challenge in which categories of inequality and social justice are neglected.

The Civil Society Reflection Group on Global Development Perspectives brought together 18 civil society activists and scholars from different disciplines from around the globe. Its members jointly drew lessons from the current crises, looked beyond conventional development concepts and goals, questioned the models and measures of development and social progress, and presented alternatives.

This report is the main outcome of the joint deliberations. It describes the root causes of the multiple crises, reconfirms the framework of universal principles and rights, reconsiders development goals and indicators, and draws conclusions for the post-2015 development agenda. It seeks to stimulate debates about alternative development paths, participatory and inclusive governance structures, and the transformation in politics and societies that future justice for all will require.

The report is published in the development dialogue series of the Dag Hammarskjöld Foundation in cooperation with Third World Network, Global Policy Forum Europe, Friedrich-Ebert-Stiftung, DAWN, terre des hommes and Social Watch.

The executive summary of the report is published by the Friedrich-Ebert-Stiftung in its International Policy Analysis series (June 2012).

Full report

Executive summary

  • Powerful Synergies: Gender Equality, Economic Development and Environmental Sustainability was launched by the UNDP last September

27, 2012 in New York, in conjunction with the 67th Regular Session of the UN General Assembly.

The volume is a collection of contributions by gender and sustainable development experts who explore the interconnections between gender equality, economic development and environmental sustainability. Chatper 5 features the article of Gita Sen and Anita Nayar entitled “Population, Environment and Human Rights: a Paradigm in the Making”

To Download the book, please visit www.dawnnet.org or Click this link to be automatically redirected to the article:
http://www.dawnnet.org/advocacy-cso.php?id=265

Keow Abanto
Information and Communications Assistant DAWN c/o Women and Gender Institute,
Website: www.dawnnet.org
Facebook Page: www.facebook.com/DAWNfeminist

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