CONFINTEA VI and Convergence
Convergence
Volume XL (3–4) 2007
NEW ESPAÑOL

CONFINTEA VI

CONFINTEA / Key Issues at Stake
ICAE Public Paper
Please see all document attached    PORTUGUES

Civil Society Forum
CONFINTEA VI
By Beatriz Cannabrava - REPEM
English, français, español, portugués


Key Issues at Stake
International Council for Adult Education (ICAE) Public Paper
Please see all document attached    PORTUGUES

ICAE Virtual Seminar  CONFINTEA VI
BENCHMARKS

CONFINTEA VI

Preparatory Conference for Asia and the Pacific

6- 8 October 2008, Seoul, Republic of Korea
Sheraton Grande Walkerhill, Seoul, Korea

                             

 Foto: news.bbc.co.uk

08/10/08

The Information update on the second day (8 October 2008)
The CONFINTEA VI Preparatory Conference for Asia and the Pacific, Korea, 6-8 October 2008
By: Yanti Muchtar and Yoko Arai

7 October 2008

The objective of the second day were (a) to discuss policies, governance and financing that were presented by 4 speakers from Korea, Kyrgyzstan, Thailand, and Mr. Edicio de la Torre, President of ENET Philippine and (b) to discuss and distill recommendations, strategies and benchmarks that have been resulted from the conclusions of the previous day for a renewed course of action in adult learning and education (ALE, particularly in the five keys of areas of the CONFINTEA VI (policies, financing, monitoring tools, inclusion, and participation).
See

CONFINTEA VI – AFRICA CIVIL SOCIETY SUMMIT
TO BE HELD ON 3
RD NOVEMBER 2008
AT THE HILTON HOTEL, NAIROBI – KENYA
PARTICIPANTS REGISTRATION SHEET

 

Regional Conference in Latin America and the Caribbean on literacy and preparing for the Sixth International Conference on Adult Education (Confintea VI)
From 10 to 13 September 2008, México D.F.

ICAE SEVENTH WORLD ASSEMBLY
ADULTS’ RIGHT TO LEARN:  
CONVERGENCE, SOLIDARITY AND ACTION  
Nairobi, Kenya  January 17-19, 2007  
Venue: Panafric Hotel, Nairobi, Kenya
NEWS

TAKE PART IN 
THE WORLD’S BIGGEST LESSON 
AND BE PART OF 
THE GUINNESS WORLD RECORDS! 
 

 

PAALAE General Assembly
Nairobi, 13-16 January 2007
 

Photos of the Global Action Week in Uruguay
http://www.campaignforeducation.org
/teachers/join_the_chain.php



Pronouncement about the new IMF and WB strategies

GCAP - MONTEVIDEO DECLARATION

AFTER THE SINGAPORE MEETING IN THE LIGHT OF THE LATIN AMERICAN REALITY Latindadd DOC PDF

 

 

The Right to Education in the World:
a look to the goals of Education for All


Read here Vernor Muñoz’s speech, UN Special Rapporteur on Right to Education, in the III Assembly of the Global Campaign for Education

27 January, 2008

Invited by the Latin-American Campaign for the Right to Education, the UN special rapporteur on Right to Education, Vernor Muñoz, from Costa Rica, stood in São Paulo from 24 to 26 January. The rapporteur coordinated the workshop “Justiciability of the Right to Education”, promoted by the CLADE; he participated in the III Assembly of the Global Campaign for Education as well as in the seminar “Education in the World - A Balance", within the framework of the World Social Forum. Below is the complete transcription of his opening speech in São Paulo, on the challenges of Education for All.

**

The right to education does not limit itself to the pedagogic experience, given that it implies everything that, being beyond - or near - the school, affects it profoundly.
In this way, education can transform social structures and has the ability to give a new dimension to living practices, to teaching and learning processes and, certainly, to the constitution of citizenships.
For this reason, policies insensitive to children and adolescents’ protection and to the special needs of adults living in illiteracy, for instance, aggravate the exclusion of more than one thousand five hundred million people whose right to education is currently denied.
Social discrimination and the lack of educational opportunities, though, also occur when students have to face a school environment insensitive to their rights, needs and cultures due to a curriculum that hurts human diversity.
There exist enough historical grounds to understand that the basis of an important part of education exclusion is found in the very structure of traditional school.
In fact, the need to standardize and make the “input” performance efficient was the reason that motivated the creation of a concept of school based on the elimination of the differences between people, thus imposing an asymmetric patriarchal model based on the market needs.
During the last decades, the creation of a legal and axiological body having human rights as a reference has implied a substantial change in educational conceptions, but also a renewed understanding of learning processes.
The challenges imposed to advance in the construction of a human rights culture are, though, huge.
We all know that we live in a world with eight hundred million adults who don’t know how to read and write or make basic arithmetic operations, and 64% of these people are women.
Most conservative opinions estimate that 80 million children still don’t go to school, that 58 countries won’t reach universal primary education by 2015 and that 72 countries won't be able to reduce illiteracy rates to half by 2015, as proposed by Dakar goals.
Despite the important advances in sub-Saharan Africa and in Southern and West Asia, it is precisely in these regions where girls most deeply suffer the lack of educational opportunities: while in the South of Asia 23.5 millions of girls do not go to school, in the centre and the west of Africa almost half of the girls are also excluded...

See VOICES RISING Nº253

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Conceptos Gráficos

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