ANDREA MARTÍNEZ, LOLA ORTEGA, MARÍA LIZÁN,

BENIAMIN LETOWSKI, PAOLA GARCÍA.

TOWARDS EDUCATION FOR ALL THROUGHOUT LIFE?

Conclusion and Recommendations UNESCO

THE RIGHT TO EDUCATION

everyone has the right to education

education shall be

free, at least in the

elementary and

fundamental stages

elmentary education shall be

compulsory

technical and

professional education shall be made

generally available

higher education shall be equally

accessible to all on the basis of

achievements

The right to education is one of the human rights proclaimed in the Universal Declaration of Human

Rights

UNESCO is responsible for the monitoring and coordination with the other United Nations institutions the six basic goals gathered at the World Education Forum in Dakar (26-28 April 2000)

THE SIX DAKAR GOALS

1. Expanding and improving comprehensive early childhood care and education, especially for disadvantaged children2. Ensuring that all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to complete primary education of good quality3. Ensuring that the educational needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes

THE SIX DAKAR GOALS

4. Achieving a 50 percent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults5. Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015

6. Improving all aspects of the quality of education and ensuring excellence, especially in literacy, numeracy and essential life skills

BASIC EDUCATION FOR ALLFIRST PRIORITY: LITERACY (ABILITY TO

READING AND WRITING)

• In most education systems, the period of compulsory schooling, especially at the primary level, is when children are given basic education.

• All the evidence indicates that the school, as a place and an institution, will remain the pillar of basic education for a long time to come.

• School is therefore responsible for the

fundamental mission of literacy.

• The promotion of basic education for all must accompany the ongoing eradication of illiteracy.

• What are the criteria that should underpin the definition of the minimum basic knowledge after leaving school?

In societies in which writing and counting are necessary for everyday life - proficiency in reading, writing and basic arithmetic is the principal purpose of basic education.

One of the skills is learning to learn – the ability to locate, classify and sort the information that is now to be found everywhere, for instance (but not only) on the internet.

Secondary education stage in which a differentiation begins to be made in the learning paths.

“Multi-purpose"

unique way of learning until the end of the secondary

offers a choice between a general branch or another of a technological or professional nature

o Problem: risk of marginalizing those who do not adapt to it.

o Problem: state students prematurely in branches that they are not really into.

"Differential"

CONTINUOUS LEARNING

The idea for continued education started following the implementation of adult education.

social promotion professional recycling

Starts from the thinking that initial training is incomplete, and forms the basis of a "know how to learn" which should reactivate continuously.

It constitutes one of the fundamental ways of person’s construction

It must be conceived as a condition of development

1.Cultural and personal development, that is what gives meaning to the existence of each individual.

2.Social development, which refers to the place occupied in a community, citizenship, political participation and sociability.

3.Professional development, that is related with quality employment and professional satisfaction.

3 LEVELS

1. Preschool education 2.Basic

compulsory school

education

3.Education and

training after

compulsory

education

4.Permanent training

5.Professional life

characterized by the freedom of

devoting himself to hobbies and social activities, without

taking into account the labour requirements.

ATTACH GREATER IMPORTANCE TO PRESCHOOL EDUCATION

 For a long time it has left in the hands of the families

Even nowadays the education of children three years depends on informal education.At the international level, the attention paid to this stage of life has increased considerably in recent years

  Care and early childhood education continues to be an area relatively new much less studied than primary education

It is not easy to carry out a measurement of this type of education because in this field all socio-cultural media have specific practices.

EDUCATION ENRICHMENT:EDUCATION AND QUALITY

The number of students per teacher

Training of teachers

The quality of

infrastructures

Material available

The universalization of education and the relevant provision of education are not enough in itself to ensure

the efficiency and success, since they also depend on the quality. Some factors are:

However, even in countries that have achieved the principle of universal school, 25% of the students are

not capable of working life. This can be for several reasons:

Little evolution of education systems to

the new eras

Classical method of teaching

rather than innovate with new

technologies

Resources and

methodologies

Teacher should be a guide in the learning process of the child and not a figure of

authority that imposes knowledge

ICT can undertake an important role in

passing a teaching based on standard

replies to another in search of problems and

solutions

Solution

New focus of teachers towards students, focusing

education on them

On one hand On the other hand

The main objective of these methods is to stimulate motivation and

imagination to create a true quality education

"E-LEARNING": NEW TECHNOLOGIES AND DISTANCE EDUCATION

However, although the Internet have emerged virtual communities of learners at all levels of education, the creation of knowledge societies is impossible.

Since rich countries and the international community must make important and energetic efforts to develop the technological infrastructures of countries in development.

Without material infrastructure, the virtual universe is a pure illusion.

"E-LEARNING": NEW TECHNOLOGIES AND DISTANCE

EDUCATION

The "e-learning" announces radical

changes in the rhythm of learning

Distance education could definitely

replace school and teaching in class

model

But for now, it takes even clarify the relationship

between distance and learning

It isn’t enough to communicate to transmit or to

obtain or exchange information

through a simple click with the mouse to gain knowledge and

share it

We will continue to ask different

questions about the validity of the e-

learning

Can virtual communities

replace actual communities at

all levels?

Can distance and confidence go

together?

CONCLUSION

The destiny of the societies of the 21st century will be the becoming knowledge societies transformed by technologies

Two problems

The risk of promoting a

unique model based on the demands of

economy

Tendency to fall into the

technological determinism

HAS THE WORLD ENOUGH TO PROMOTE KNOWLEDGE SOCIETIES?

The cost of this initiative is hardly measurable at the moment.

It is unlikely that economic growth will generate sufficient resources to enable developing countries to reach the achievement of all people access to basic education.

A possible solution for the developing countries reduce military spending.

Recent years policy initiatives and innovative modalities, which include basic education, health policies and those related to the environment

3 PILLARS OF KNOWLEDGE SOCIETIES

1st : BETTER VALORIZATION OF KNOWLEDGE TO COMBAT THE COGNITIVE GAP.Developing countries difficulties to recognize the expertise available, enhance them and put

this potential at the service of development.

Achieve every society to acquire full awareness of the wealth of knowledge

that is depositary. Recognized and analyzed

more precisely, this heritage could better

exploit to get the maximum possible

benefit of the multiple dynamics of

globalization.

determine what are the weak points of each

society.

Reoriented the scientific and educational policies

3 PILLARS OF KNOWLEDGE SOCIETIES

2nd: SOCIETIES MORE PARTICIPATORY KNOWLEDGE.

Awareness of the wealth of knowledge available to a society requires a

mobilization of all its protagonists. This awareness should not be limited to

identifying what today has agreed to call "indigenous knowledge" or

"traditional", with a view to their recovery or specific preservation.

The societies of the Foundation shall only creditor of its name when the

greatest possible number of individuals can become producers of

knowledge and are not limited to being mere consumers who already

are currently available.

3 PILLARS OF KNOWLEDGE SOCIETIES

3rd: BETTER INTEGRATION OF KNOWLEDGE PILOCIES.

The diversity of the areas in which there are transformations which allow

to diagnose the development of knowledge societies creates some

confusion. This can only dissipate with a better integration of policy knowledge

and a clarification of the purposes underlying to the notion of the

"knowledge society".

RECOMMENDATIONS

 1 Invest more in quality education for all, in order to ensure equal opportunities.

Commitment to the development of the society of knowledge constitutes a challenge for all around the world. It is essential to reduce poverty, ensure common security and the effective exercise of human rights.

countries should devote an important part of GNP spending on education

donor countries

should significantly increase the

percentage of official

development assistance to

education

the international community

should encourage innovative

education and research funding methods

the contribution of

higher education

schools for all

RECOMMENDATIONS

2. Multiply the places of community access to information and communication technologies .

At national level, especially in developing countries, they should multiply the places of community access, particularly the multimedia community centres, which promote the dissemination and sharing of knowledge and information and communication technologies become new carriers of socialization.

3 encourage universal access to knowledge through the increase of available content.

The main places of knowledge, such as the schools of higher education, research centres, museums or libraries, should play a more important role in the production and dissemination of knowledge through an improvement of networks and access bit onerous to high-speed connections.

RECOMMENDATIONS

4. Work in "Collaboratory": towards a better sharing of scientific knowledge

You should create networks and infrastructures of tail - scientific made accessible to researchers from different countries and regions

5 share environmental knowledge for sustainable development The pursuit of the objectives of sustainable development requires the sharing

of knowledge about the environment among industrialized and developing countries. It is important to develop global surveillance instruments of environmental based both local knowledge and scientific and technological knowledge

 6. give priority to linguistic diversity: the challenges of multilingualism

Linguistic diversity is an essential factor of cultural diversity in all its manifestations. The knowledge societies should be based on a "double multilingualism": individuals and cyberspace

RECOMMENDATIONS

7 move towards a certification of knowledge on the Internet: towards quality designations

The work of reflection on the feasibility, technical and legal norms and standards of certification of knowledge, should encourage in order to guarantee users access to a range of content safe and relevant, especially in the field of scientific information.

8. intensifying partnerships for digital solidarity It should increase the creation of innovative partnerships that agrupasen to

representatives of States, regions, cities, and non-governmental international organizations, private sector entities and civil society, to translate into facts the digital solidarity

RECOMMENDATIONS

9 increase the contribution of women to the knowledge societies. Equality between the sexes and the empowerment of women should be part

of the constitutive principles of knowledge societies. The public domain of knowledge should include the contribution of knowledge specifically female. It is important to provide facilities to women so they can acquire skills and capabilities that meet their own development needs.

10 measurement of knowledge: towards knowledge societies indicators?

The different interested actors could study if feasible indicators of knowledge societies that can contribute to a better definition of priorities, in order to reduce the cognitive gap at national and international level.

REFERENCES

“TOWARDS KNOWLEDGE SOCIETIES- UNESCO PUBLISHING”

TRUE/FALSE

1. The right to education is one of the human rights proclaimed in the Universal Declaration of Human Rights

2. In multi-purporse model there are several ways of learning until the end of secondary.

3. Some factors of the quality of education are: The number of students per teacher and the timeline.

4. It is unlikely that economic growth will generate sufficient resources to enable developing countries to reach the achievement of all people access to basic education.

5. Equality between the sexes and the empowerment of women should be part of the constitutive principles of knowledge societies.

MULTIPLE CHOICE

1. What is included on minimum basic knowledge after leaving school?

a)proficiency in reading, writing and basic arithmeticb)the ability to locate, classify and sort the informationc)both are correct

2. Continuous learning:d) Starts from the thinking that initial training is

incompletee) Forms the basis of a "know how to learn" which should

Not be reactivated continuouslyf) Both are correct.

3. The “E-learning” is often called to: a)Distance learningb)Virtual universoc)Both are false

4. A possible solution for the developing countries to generate resources is:

d)Reduce the military spendinge)Taken some policy initiatives and innovative modalities

f)All are correct

5. What is the second pillar: societies more participatory knowledge?

a) Awareness of the wealth of knowledge available to a society requires a mobilization of all its protagonists.b) The diversity of the areas in which there are transformations which allow to diagnose the development of knowledge societies creates some confusiónc) The main idea to promote all the children´s capacities.