Education Mandates - Civil Society Participation in OAS Activities

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					2. To eradicate by 2020, at the latest, the worst forms of child labor and reduce the number of
children that work in violation of national laws. We shall continue strengthening national
policies that enable achievement of these goals. In addition to providing quality basic
education, we undertake to build bridges between child labor eradication programs and other
support programs, such as income support programs, extracurricular activities and training. To
meet this objective, countries shall set national goals and deadlines based on the local
situation. (Plan of Action, Mar del Plata).


3. To reduce youth unemployment and significantly lower the percentage of young people that
neither study nor work. We shall strengthen our efforts in the development of specific policies
for training, vocational training, reinsertion into the educational system and promotion of access
of young people of either gender to their first job. In this respect, some countries promote youth
employment in non traditional sectors such as in the conservation and rehabilitation of the
environment and in areas of public-private partnerships to enable access to formal education
and introductory professional courses in the workplace. We shall promote targeting these
programs, in particular, towards youths that are most vulnerable, whether because of low levels
of education or low income.(Plan of Action, Mar del Plata)


4. To eliminate discrimination against women at work through, among other measures, the
implementation of a range of policies that will increase women’s access to decent, dignified,
and productive work, including policies addressing training and education and protection of the
rights of women, as well as proactive policies to ensure that men and women enjoy equality in
the workplace.(Plan of Action, Mar del Plata)

12. To encourage, as appropriate, with the corresponding educational authorities, the inclusion
in educational curricula the study of the Fundamental Principles and Rights at Work and the
dimensions of decent work, bearing in mind the approach of the ILO.(Plan of Action, Mar del
Plata)

14. To increase the proportion of the active population, both employed and unemployed, that
participates in occupational training activities to acquire or update their skills, including those
required in the knowledge-based economy, making use of the good practices developed by
CINTERFOR/ILO in various countries in the region.(Plan of Action, Mar del Plata)



15. In addition to public efforts in this area, to promote the development of business services
that support occupational training that facilitates the entry into the formal labor market and the
upgrading of the skills of the labor force.(Plan of Action, Mar del Plata)

16. To promote occupational health and safety conditions and facilitate healthy work
environments for all workers, and, to that end, ensures effective labor inspection systems. For
this purpose, it is essential to foster strategic alliances between the labor, health, environment
and education sectors.(Plan of Action, Mar del Plata)
49. To promote efforts to ensure, by 2010, completion of quality primary school education for
all children, and promote the setting of goals, before 2007, for the completion of quality middle-
school education.(Plan of Action, Mar del Plata)


55. To develop, within the framework of the OAS, before 2008, the study of a literacy program,
taking into account successful experiences in order to advance towards the eradication of
illiteracy in our countries.(Plan of Action, Mar del Plata)

56. To promote, within the framework of the OAS, the exchange of experiences for the
implementation of electronic education programs articulating means, resources, and tools
aimed at strengthening and enriching the educational processes in schools, including the use of
new information and communication technologies.(Plan of Action, Mar del Plata)



43. We support the recommendations contained in the Declaration and Plan of Action of the
Fourth Meeting of Ministers of Education, held in Scarborough, Trinidad and Tobago, August
10-12, 2005. We will strive for quality public education at all levels and promote literacy to
ensure a democratic citizenry, foster decent work, fight poverty, and achieve greater social
inclusion. Achieving these goals requires a substantial financial investment by our governments
and international financial institutions. We note with satisfaction the suggestion of the Ministers
of Education that our governments explore innovative forms of increasing financing for
education with international financing institutions, such as debt swaps for investment in
education" . (Declaration of Mar del Plata)

33. Education is a decisive factor for human development, because of its impact on the
political, social, cultural, economic, and democratic life of our societies. The increasing rates of
illiteracy in many of the states of our Hemisphere are a matter which demands our immediate
action. We commit to continue promoting access to quality basic education for all, based on the
principles of participation, equity, relevance, and efficiency that generate the necessary
capabilities and skills to foster the development process of our peoples without discrimination
or exclusion of any kind and thereby respond to the challenges of the twenty-first century.
(Declaration of Nuevo Leon)

34. We commit to increase access to and dissemination of information concerning our
educational systems with the objective of improving their performance. In this regard, we
reiterate our commitment to continue implementation of the Regional Education Indicators
Project, endorsed during the Third Inter-American Meeting of Ministers of Education, held in
Mexico City. In particular, each country that has not yet done so will develop and publicly
disseminate by the next Summit a report based on the education goals of the Plan of Action of
the Second Summit of the Americas, with the objective of fostering its use as a decision-making
tool to evaluate and improve result. (Declaration of Nuevo Leon)
35. We agree that scientific and technological research and development plays an important
role in creating and sustaining productive economies. We will continue to formulate policies and
guidelines that support public and private research associations and promote their interaction
with the productive sectors, taking into account the requirements and objectives of our
countries. We will continue to enhance investments in the area of science and technology, with
the participation of the private sector and the support of multilateral organizations. Accordingly,
we will strive to improve effective and equitable access to, and transfer of, technology. We will
also redouble our efforts to encourage our universities and higher institutions of science and
technology to multiply and strengthen the links among them, and deepen basic and applied
research. In all of these undertakings, we commit to the protection of intellectual property in
accordance with both national laws and international agreements. (Declaration of Nuevo Leon)

177. Develop new mechanisms to increase the effectiveness of projects and other technical
assistance designed to build the capacity of smaller economies and their institutions to
effectively implement labor laws and standards and to foster equality of opportunity with respect
to gender, among others, in strategies to promote employment, training, life long learning and
human resource development programs with the objective of promoting access to more and
better employment in the new economy;(Plan of Action Québec)


179. Continue to work towards the elimination of child labor, and as a priority, promote the
hemispheric ratification and implementation of the ILO Worst Forms of Child Labor Convention,
1999 (No. 182), work to bring national laws, regulations and policies into conformity with this
Convention, and take immediate action to eliminate the worst forms of child labor;(Plan of
Action Québec)

202. Recognizing that education is the key to strengthening democratic institutions, promoting
the development of human potential, equality and understanding among our peoples, as well as
sustaining economic growth and reducing poverty; further recognizing that to achieve these
ends, it is essential that quality education is available to all, including girls and women, rural
inhabitants, persons with disabilities, indigenous, and persons belonging to minorities;
reaffirming the commitments made at previous Summits to promote the principles of equity,
quality, relevance and efficiency at all levels of the education system and ensure, by 2010,
universal access to and completion of quality primary education for all children and to quality
secondary education for at least 75 percent of young people, with increasing graduation rates
and lifelong learning opportunities for the general population; and also reaffirming the
commitment to eliminate gender disparities in primary and secondary education by 2005 ;(Plan
of Action Québec)
203. Entrust the OAS to organize, within the framework of the Inter-American Council for
Integral Development (CIDI), a meeting of Ministers of Education in Uruguay, to be held before
the end of 2001, with a mandate to:
- identify and set up appropriate hemispheric mechanisms to ensure the implementation of the
education initiatives in this Plan of Action and to continue to promote actions on priorities
identified in previous Summits based on a careful evaluation of our collective achievements in
this area;
- establish time lines and benchmarks for follow-up on the implementation of our commitments
in education;
-establish, in light of the fundamental importance of mobilizing resources to support sustained
investment in education at all levels, a cooperative mechanism to promote the development of
productive partnerships among governments and with regional and international organizations
and the MDBs;
- promote the participation of and dialogue with relevant civil society organizations to
strengthen partnerships between the public sector and other sectors of our societies in
implementing this Plan of Action;(Plan of Action Québec)




204. Formulate and implement policies, within the framework of a strategy for resolving social
inequalities, to promote access to quality basic education for all, including early childhood and
adult education, particularly to promote literacy, while providing for alternative methods that
meet the needs of disadvantaged segments of the population or of those excluded from formal
education systems, in particular girls, minorities, indigenous, and children with special
education needs; share information and successful experiences in encouraging educational
participation and addressing student retention within certain groups, especially boys -in
particular in the Caribbean countries - whose drop-out rate at the secondary level is high in
certain regions;(Plan of Action Québec)


205. Support and promote lifelong learning by:
- offering varied curricula based on the development of skills, knowledge, civic and democratic
values;
- providing flexible service delivery mechanisms, including the use of information and
communications technologies, to foster employability, personal growth and social commitment;
and
- certifying skills acquired on the job; (Plan of Action Québec)

206. Strengthen education systems by:
- encouraging the participation of all sectors of society in order to obtain a consensus on
policies that are viable and that guarantee the appropriate and continuous distribution of
resources;
- decentralizing their decision-making and promoting the participation of civil society, especially
parents; and
- promoting transparent school management in the interest of securing an adequate and stable
allocation of resources so that educational institutions can play a leading role as agents for
change;(Plan of Action Québec)



207. Enhance the performance of teachers by:
- improving their conditions of service; and
-raising the profile of the profession by providing, in addition to solid initial preparation,
opportunities for ongoing professional development, and by designing accessible, flexible,
dynamic and relevant training strategies using, among other means, new information and
communications technologies;(Plan of Action Québec)


208. Support ongoing regional projects for comparable indicators and educational assessment
resulting from the Santiago Summit, including cooperation initiatives based on performance
assessment programs regarding educational processes and achievement, taking into
consideration studies in pedagogy and assessment practices previously developed by
countries; develop comparable indicators to assess the services provided by each country to
people with special education needs and promote the exchange of information on policies,
strategies and best practices in the Americas;(Plan of Action Québec)



209. Strive to ensure that secondary education is more responsive to evolving labor market
requirements by promoting the diversification of programs and experimentation with new, more
flexible teaching methods with emphasis on science and technology, including the use of new
information and communications technologies, and by supporting the establishment of
mechanisms for the recognition and certification of acquired skills; and to this end, promote the
exchange of information and best practices and support cooperation projects; Promote more
effective dialogue between society and institutions of higher education, and facilitate access for
all to these institutions by balancing growing demand with higher quality standards and public
funding with greater commitment from the private sector; support hemispheric cooperation for
research in science and technology aimed at the solution of specific problems in the region and
the transfer of knowledge;(Plan of Action Québec)



210. Promote more effective dialogue between society and institutions of higher education,
and facilitate access for all to these institutions by balancing growing demand with higher
quality standards and public funding with greater commitment from the private sector; support
hemispheric cooperation for research in science and technology aimed at the solution of
specific problems in the region and the transfer of knowledge;(Plan of Action Québec)
211. Support the mobility, between countries of the Hemisphere, of students, teachers and
administrators at institutions of higher education and of teachers and administrators at the
elementary and secondary levels, in order to provide them with new opportunities to take part in
the new knowledge based society, to increase their knowledge of other cultures and languages,
and to enable them to access information on post-secondary studies and learning opportunities
offered across the Hemisphere, through new or existing hemispheric networks, such as the
educational Web site set up after the Santiago Summit; continue to support initiatives in this
field such as those carried out by the IDB and the OAS;(Plan of Action Québec)




212. Promote access by teachers, students and administrators to new information and
communications technologies applied to education, through training geared toward new
teaching approaches, support for development of networks and sustained strengthening of
information clearinghouses, in order to reduce the knowledge gap and the digital divide within
and between societies in the Hemisphere;(Plan of Action Québec)



239. Promote and accommodate, as appropriate, the particular cultural, linguistic and
developmental needs of indigenous peoples, in urban and rural contexts, into the development
and implementation of educational initiatives and strategies, with special attention to building
institutional capacity, connectivity and linkages, including through national focal points, with
other indigenous peoples of the Hemisphere;(Plan of Action Québec)


240. Promote and enhance, in all sectors of society, and especially in the area of education,
the understanding of the contribution made by indigenous peoples in shaping the national
identity of the countries in which they live; (Plan of Action Québec)


3. Therefore, the Governments, fully recognizing and respecting national sovereignty and the
responsibilities of the institutions of our respective countries with regard to education, reiterate
the commitment of the Miami Summit to ensure, by the year 2010, universal access to and
completion of quality primary education for 100 percent of children and access for at least 75
percent of young people to quality secondary education, with increasing percentages of young
people who complete secondary education, and assume responsibility for providing the general
population with opportunities for life-long learning. If these objectives are met, we are confident
that we will provide our people with the tools, skills and knowledge necessary for and suited to
the development of capabilities that ensure better conditions of competitiveness and
productivity required by modern economies, thus allowing our people to contribute as worthy
citizens to their respective societies. (Plan of Action, Santiago de Chile)
4. Implement targeted and inter-sectoral educational policies, as necessary, and develop
programs that focus specifically on groups at a disadvantage in the areas of education,
functional illiteracy and socio-economic conditions, with attention to women, minorities and
vulnerable populations. Inter-sectoral programs in education, health and nutrition, as well as
early childhood educational strategies, will be priorities, in as much as they contribute more
directly to plans to combat poverty.(Plan of Action, Santiago de Chile)


5. Establish or strengthen national or subnational and, where applicable, subregional systems
to evaluate the quality of education, which permit assessment of the performance of various
educational actors, innovations and factors associated with achievements in learning. To that
end, information and national or subnational or, where applicable, subregional indicators will be
made available that can be used to design, carry out and evaluate quality-improvement
programs based on equity. Standards for reading and writing, mathematics and science shall
receive special attention. Also, where appropriate, criteria and methodologies for collecting data
that permit comparison of some educational indicators across countries in the Hemisphere shall
be established.(Plan of Action, Santiago de Chile)


6. Develop comprehensive programs to improve and increase the level of professionalism
among teachers and school administrators that combine pre-service and in-service training,
exploring incentive mechanisms tied to updating their skills and to meeting such standards as
may have been agreed upon. Higher education must collaborate in this endeavor through
research and pedagogy, both of which should be strengthened in order to meet this goal.(Plan
of Action, Santiago de Chile)

7. Strengthen education management and institutional capacity at the national, regional, local
and school levels, furthering, where appropriate, decentralization and the promotion of better
forms of community and family involvement. Encourage the mass media to contribute to
bolstering efforts being made by educational systems.(Plan of Action, Santiago de Chile)


8. Strengthen preparation, education and training for the world of work so that an increasing
number of workers can improve their standard of living and, together with employers, have the
opportunity to benefit from hemispheric integration. In this regard, consideration will be given to
the adoption of new technology based on different options and alternatives, ranging from
specific occupational training to strengthening general employability competencies. Special
attention will also be paid to the establishment or strengthening of mechanisms that permit
workers to obtain certification of job-related competencies acquired through formal education
and work experience. In order to confront changes in the labor market and to enhance
employability prospects, actions that take into account the development of entrepreneurial skills
will be included and will involve the different sectors and offer various options and
alternatives.(Plan of Action, Santiago de Chile)
9. Establish or improve, according to their internal legal framework, educational strategies
relevant to multicultural societies, so as to be able to shape, with the participation of indigenous
populations and migrants, models for bilingual and intercultural basic education. Similarly, the
content of basic education will have to be enhanced, together with respect and appreciation for
the cultural diversity of peoples, as well as to expand the knowledge of the different languages
spoken in the countries of the Hemisphere, where resources and possibilities permit.(Plan of
Action, Santiago de Chile)

10. Develop, within and outside schools, with the assistance of families and other actors and
social organizations, educational strategies that foster the development of values, with special
attention to the inclusion of democratic principles, human rights, gender-related issues, peace,
tolerance and respect for the environment and natural resources.(Plan of Action, Santiago de
Chile)

11. Promote access to and use of the most effective information and communication
technologies in education systems, with special emphasis on the use of computers, in
combination with revised pedagogical methods and proper training for teachers in the use of
these technologies. Special attention shall be paid to the ethical imperative of including the
most vulnerable sectors. To that end, distance education programs shall be strengthened and
information networks established.(Plan of Action, Santiago de Chile)

12. Make efforts to increase the availability of teaching materials in collaboration with official
institutions and, depending on the specific conditions in each country, with the private
sector.(Plan of Action, Santiago de Chile)
13. Seek to use technology to link schools and communities as a way of establishing ties in the
Hemisphere while encouraging the participation of higher education institutions that have
advantages in this field.(Plan of Action, Santiago de Chile)

14. Further scholarship and exchange programs for students, teachers, researchers and
educational administrators using different strategies, including institution-to-institution ties,
communications technology and internships which permit exposure to pedagogical and
management innovations in the other countries of the Hemisphere. This will contribute to
strengthening the institutional capacity of Ministries or Departments of Education, decentralized
administrative entities and centers of higher learning.(Plan of Action, Santiago de Chile)

15 We, the Heads of State and Government, recognizing the cardinal importance of education
as a foundation for development, agree, in accordance with our respective legislative
processes, to promote allocation of the resources necessary for educational expenditure with a
view to attaining greater levels of equity, quality, relevance and efficiency in the educational
processes, emphasizing the optimal use of resources and a greater participation of other social
actors.(Plan of Action, Santiago de Chile)
16. Instruct the Organization of American States (OAS) and request the Inter-American
Development Bank (IDB) and World Bank, together with the other national and multilateral
technical and financial cooperation agencies operating in the Hemisphere, to provide, within
their respective areas of action, support for programs and initiatives that are consistent with the
goals, objectives, and actions proposed in this Chapter of the Plan of Action. To this end, the
IDB is encouraged to work with member countries to substantially increase the share of new
lending for primary and secondary education, by more than doubling the quantity over the next
three years, compared to the previous three years. We also request that the IDB establish a
special regional fund for education in the Hemisphere, utilizing the existing resources of this
institution. This fund would support efforts to raise educational standards and performance
throughout the Region.(Plan of Action, Santiago de Chile)


17. Instruct the OAS and request the IDB, the World Bank, and United Nations Economic
Commission on Latin-American and the Caribbean (ECLAC), among other institutions, to use
the mechanisms within their scope to develop and strengthen regional cooperation in areas
such as distance education, using, among other means, satellite technology; internships and
exchange programs; the development and use of information technology for education; the
updating of education statistics; and quality assessment, while striving to ensure that this
cooperation is in keeping with the specific needs of each country. We recognize the role and
interest in these efforts of specialized international organizations, such as United Nations
Education, Science and Cultural Organization (UNESCO). Likewise, we recognize the
contributions of the private sector, philanthropic foundations, and pertinent non-governmental
organizations.(Plan of Action, Santiago de Chile)

34. Include in educational programs, within the legal framework of each country, objectives
and contents that develop democratic culture at all levels, in order to teach individuals ethical
values, a spirit of cooperation and integrity. To that end, the participation of teachers, families,
students and outreach workers will be stepped up in their work related to conceptualizing and
implementing the plans for shaping citizens imbued with democratic value. (Plan of Action,
Santiago de Chile)

168. To promote greater participation of indigenous populations in society through adequate
access to education, health care, and occupational training, with the aim of improving their
standard of living. (Plan of Action, Santiago de Chile)

169. Support activities in the field of education aimed at improving the participation of
indigenous populations and communities in society. Such activities would seek to strengthen
the identity of indigenous populations and promote respectful coexistence among different
social groups in communities and States.(Plan of Action, Santiago de Chile)
170. Promote the widening of basic and secondary education services with training orientation,
mainly in Regions with high percentages of indigenous populations, through greater support
from Governments and international cooperation, at the request of interested Governments, so
that indigenous and non-indigenous populations have the opportunity to receive technical
training and contribute to the development of their countries. To the extent possible, the training
areas which are implemented parallel to educational processes should respond to the needs of
the Region and to productive strategie. (Plan of Action, Santiago de Chile)


172. Facilitate the organization of round-tables at the national and hemispheric level, in
partnership with indigenous populations, with a view to promoting greater understanding of and
cooperation in the areas of education and health, with a particular emphasis on women and
children. Governments will also promote research initiatives on the relationship between
indigenous population, poverty and development.(Plan of Action, Santiago de Chile)


Initiative 16. The Miami Summit approved initiative 16, on "Universal Access to Education",
the main points of which relate to: access to quality education; vocational training and adult
education; technical, vocational and teacher training; greater access to higher education, of
better quality; universal access to education for women; strategies to overcome nutritional
deficiencies; and decentralization and community participation. (Plan of Action, Miami)

				
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