Academic literature on the topic 'World Declaration on Education for All'
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Journal articles on the topic "World Declaration on Education for All"
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Madani, Rehaf A. "Analysis of Educational Quality, a Goal of Education for All Policy." Higher Education Studies 9, no. 1 (January 17, 2019): 100. http://dx.doi.org/10.5539/hes.v9n1p100.
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Education is recognized as a human right since the adoption of Universal Declaration of Human Rights in 1948 besides health and shelter. Education for All Goals was established where more than 150 governments have adopted world declaration on Education for All policy to support the universal right for education. The ultimate goal of many countries is to guarantee the optimum educational access rates for improving the quality. Similarly, quality is reflected by a range of indicators, including government spending on education, student/teacher ratios, teacher qualifications, test scores, and the length of time students spend in school. Every investment must be measured against how it can serve such aspects to ensure the ultimate quality of Education for All programs. Investing in education reinforces a society’s wealth and growth, where individuals can easily improve their own personal efficacy, productivity, and incomes. A major challenge lies in defining the ideal education indicators and circumstances among countries; especially poorly developed countries that strive to establish a quality evaluation theme. Therefore, there is need of multifaceted standpoint and reasoning framework to realize educational policy evaluations that can truly contribute to the improvement of educational situation in developing countries and around the world.
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Pilkevych, Viktoriia. "«Education for All» in UNESCO’S Activities." European Historical Studies, no. 10 (2018): 176–86. http://dx.doi.org/10.17721/2524-048x.2018.10.176-186.
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The activities of UNESCO (United Nations Educational, Scientific and Cultural Organization) in the educational sphere have been researched. The article as well focuses on the important program «Education for All». At the World Education Forum (Dakar, 2000), the governments pledged to achieve «Education for All» and identified six goals to be met by 2015. Threfore the study examines these goals. Special attention has been paid to the results of this program. According to the World Report on Monitoring «Education for All», the statistics has been presented to achieve the goals set. The study outlines the problems of this sphere that need to be solved in the future. It is emphasized that a number of goals, namely the right of all to education, gender equality, improvement of the education system, etc. are extremely important. The United Nations Educational, Scientific and Cultural Organization organizes different conferences, forums for solution problems of education, gives important recommendation for improvements educational sphere. The views of the General Directors of UNESCO on the role of education in UNESCO’s activities, on implementation of the provisions of the «Education for All» have been given. The author as well emphasizes on the high importance of educational sphere of the activities of UNESCO. In accordance with the new declaration, the study outlines the perspective of educational sphere of UNESCO’s activities (from 2015 to 2030).
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Klašnja-Milićević, Aleksandra, and Mirjana Ivanović. "E-learning Personalization Systems and Sustainable Education." Sustainability 13, no. 12 (June 13, 2021): 6713. http://dx.doi.org/10.3390/su13126713.
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In the World Declaration on Higher Education, the concept of higher education is defined as “all types of studies, training or research training at the postsecondary level, provided by universities or other educational establishments that are approved as institutions of higher education by the competent state authorities” [...]
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Fraser, Sherwin. "The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations." Journal of International Special Needs Education 20, no. 2 (December 1, 2017): 79–89. http://dx.doi.org/10.9782/2159-4341-20.2.79.
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Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.
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Omerbegović, Sead, and Nihad Kulenović. "From the Teacher’s school to the Faculty of Philosophy in Tuzla: contribution to the study on the transformation of higher education." Historijski pogledi 1, no. 1 (October 30, 2018): 187–97. http://dx.doi.org/10.52259/historijskipogledi.2018.1.1.187.
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The paper presents the history of higher education transformation in the region of northeastern Bosnia until the founding of the Faculty of Philosophy, nowadays modernly organized higher education institutions, whose roots reach back to 1941. Because, right then, during the Second World War, the first School of Teacher Education began in operation in Tuzla, which, in a way, has begun to pave the Pedagogical Academy and the present Faculty of Philosophy in Tuzla. Political discussions and decisions of the executive and legislative authorities of all levels necessary for the founding of the Faculty of Philosophy are shown. Chronologically, the development of the faculties from two-course study programs in the initial period of education to the innovative one-subject study programs based on the Sorbonne Declaration of 25 May 1998, the Bologna Declaration of 19 June 1999 and the structure of educational studies at some faculties in Bosnia and Herzegovina, Europe and the world.
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Manzoor, Asma, Saba Imran Ali, and Muhammad Nadeemullah. "Universal Declaration Of Human Rights VS. Human Rights In Islam." Pakistan Journal of Gender Studies 3, no. 1 (March 8, 2010): 11–21. http://dx.doi.org/10.46568/pjgs.v3i1.365.
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The Universal Declaration of Human Rights (UDHR) came into existence after World War II when the Nazi violence perpetrated upon the Jews came to light, the world community realized that the UN Charter was not sufficiently specific to protect human rights. In response, the Declaration was adopted by the United Nations General Assembly in Paris on December 10, 1948. General Assembly resolution 217 A (III) as a common standard of achievements for all peoples and all nations. It consists of 30 articles which cover a broad range including social, political, economic and religious rights. Though not legally binding, the UDHR is considered a foundational document in international human right laws. It has inspired the development of 50 human rights instruments around the world including international treaties, national constitutions, and regional human right laws. Whereas Islamic law or Shari’ah, has been used in countries throughout the world for more than 1,400 years and remains the ideal legal system for more than a billion people worldwide. During the reign of the Ottoman Empire, the nations under its rule flourished in such diverse fields of medicine, education, social sciences and arts. While Shari’ah has been examined in great detail, religious scholars and groups for implementation in Islamic countries mostly completed the research. However, by comparing the rulings and methodology of Shari’ah to current systems around the world, it is possible to gain both a better understanding and also provides an alternative current system of laws.
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MacNaughton, Gillian, and Diane Frey. "Teaching the Transformative Agenda of the Universal Declaration of Human Rights." Radical Teacher 103 (October 27, 2015): 17–25. http://dx.doi.org/10.5195/rt.2015.232.
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Neoliberalism has dominated the world for over three decades and now permeates our laws, policies and practices at the international, national and local levels. The International Monetary Fund, the World Trade Organization, the European Union, the United States and China all support trade liberalization, privatization of public services and the primacy of markets over people. Indeed, neoliberalism has become so ingrained that it has become invisible and many of us no longer notice when new agendas conflict with international human rights laws and principles to which almost all countries in the world have committed themselves. Adopted in 1948, immediately after World War II, to implement one of the four goals of the new United Nations Organization, the norms and aspirations elaborated in the UDHR provide a framework for a radically different world than the one we have today. In this article, we revisit the content of the UDHR, beginning with the right to a social and international order in which everyone’s rights can be realized, and consider other key provisions that conflict with neoliberalism, including the rights to the benefits of science, to full employment and decent work, to progressive realization of free higher education, to nondiscrimination on the grounds of economic status and to solidarity. We also share some activities that we use in the classroom and online to make the transformative agenda of the UDHR visible to students and demonstrate how far we have strayed from the aspiration of a world in which everyone enjoys their human rights. The article concludes that teaching a holistic vision of the UDHR in a neoliberal world is a radical human rights curriculum.
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Liepa, Diana, and Inta Ratniece. "PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 48–59. http://dx.doi.org/10.33225/pec/13.52.48.
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In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The significance of communication and foreign language acquisition skills is gradually increasing (Bologna Declaration, 1999). A strategic goal for the European Union is to develop the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with a wider variety and better jobs and greater social cohesion. All citizens of European Union countries require foreign language skills, because these skills provide citizens with the opportunity to make use of the free movement to work or to study at one of the EU member states and as such they stimulate the development of a European labour market. As an EU member state, Latvia participates in this process. Improvements should be achieved in teacher education by implementing innovations in the study process. Key words: didactic modules, experience, planning, aim, assessment.
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Izzah, Lathifatul, and Peni Catur Renaningtyas. "WACANA HAK ASASI MANUSIA DALAM FILSAFAT PENDIDIKAN ISLAM DAN BARAT." Al'Adalah 24, no. 1 (April 30, 2021): 45–53. http://dx.doi.org/10.35719/aladalah.v24i1.54.
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Hak asasi manusia (HAM) merupakan anugrah Tuhan yang bersifat kodrati. Ke-sadaran tentang HAM masih belum dipahami secara utuh dan merata di kalangan masyarakat. Padahal sebagai pengetahuan, HAM penting untuk ditransfer ke dalam dunia pendidikan. Dengan demikian, masyarakat dapat mempraktikkan hak yang seharusnya mereka miliki dalam kehidupan bermasyarakat, berbangsa dan bernegara. Artikel ini mengkaji tentang Deklarasi Universal Hak Asasi Manusia (DUHAM) di dunia Barat dan Deklarasi Kairo di dunia Islam sebagai dasar filosofi penegakan hukum atas pelanggaran-pelanggaran hak asasi manusia dalam dunia pendidikan Islam dan Barat. Dalam analisisnya digunakan pendekatan klasik, kultural, dan kritis atau disebut mixed approach. Hasil kajian ini menunjukkan bahwa deklarasi HAM yang dilakukan oleh dunia internasional (PBB) dalam DUHAM dan Deklarasi Kairo oleh OKI, telah memberikan pengetahuan riil tentang pentingnya HAM dalam kehidupan sehingga manusia dapat mengetahui batasan-batasan dan kaidah-kaidah di dalamnya.Human rights is a natural gift from God. This awareness of human rights has not been understood well and comprehensively by all people. Whereas knowledge, human rights are important to be transformed into the realm of education. Thus, they can exercise the rights they should have in the life of society, nation and state. This article examines the Universal Declaration of Human Rights (UDHR) in the Western world and the Cairo Declaration in the Muslim world as a philosophical basis for upholding the law for human rights violations in the world of Islamic and Western education. The analysis uses classical, cultural, and critical approaches or what is called the mixed approach. The results of this study conclude that the human rights declaration carried out by the international community (UN) in the UDHR and the Cairo Declaration by the OIC has provided real knowledge of human rights in life so that humans can know the limitations and rules in it.
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Kovačević, Aleksandra, and Zoran Pendić. "Towards innovative and sustainable education in primary schools." Tehnika 75, no. 6 (2020): 665–77. http://dx.doi.org/10.5937/tehnika2005665k.
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One of the most important human rights is the right to quality education for all. It is embedded in the foundations of the UNESCO mission and is contained in the Universal Declaration of Human Rights of 1948 and many other international human rights instruments. It is embedded in the foundations of the UNESCO mission and is contained in the United Nations Universal Declaration of Human Rights of December 10, 1948 and many other international human rights instruments. The United Nations has defined priorities for the development of human civilization until 2030 in the form of 17 goals of sustainable development goals. Education is the fourth element of this set of goals, because it is an indisputable fact that only an educated society is capable of solving problems aimed at achieving all goals. Primary education that children receive in primary schools is especially important, because the success of the entire system of formal and non-formal education in one country largely depends on the quality of this education. It is also the beginning of a marathon of lifelong learning. We must not forget that this education largely depends on the quality of preschool education of children and the involvement of their parents in the process of early stages of education. The paper will include our vision of innovative and sustainable education in primary schools, as well as proposals for continuous improvement of the quality of this education in accordance with the requirements of relevant international standards and accepted world, but also our, experience in primary education.
Dissertations / Theses on the topic "World Declaration on Education for All"
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Crowell, Michael L. "A Case Study into the Perception of World Language Study of All Stakeholders in a Suburban Midwest School District." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130182.
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The 21st century perception of students and stakeholders (parents, teachers, administrators, and support staff, etc.) within the realm of world language study in a Midwestern, suburban school district varied sometime subtly and sometimes greatly. No particular study had been done to indicate what inspired students to enroll in world language, other than conjecture from students and stakeholders. To discover the true perception of students and stakeholders within this particular school district, a case study was conducted. A survey was crafted utilizing a tool that focused on language perception with relation to motivation, learning process, relevance, progress, and relationships. Each population researched, both student stakeholder and other stakeholders, took this survey to discover their perception of world language study. From those who took the survey, individuals volunteered to participate in interviews from which the questions were constructed from the same categories that organized the survey: motivation, learning process, relevance, progress, and relationships. The surveys and interviews both narrowed the understanding of how the student stakeholder and other stakeholders perceive world language study, by comparing student responses to those of the stakeholders and seeing their positive and negative correlations. The two different populations agreed that learning a language was difficult and understood the effort it took to achieve proficiency, but valued the then-current system’s grading or credit versus actual skill achieved. Ultimately, one’s self-perceived ability to achieve within language determined the value attached to the process and the role language would play in their lives.
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Bernussi, Mariana Medeiros. "Instituições internacionais e educação: a agenda do Banco Mundial e do Education for All no caso brasileiro." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/101/101131/tde-13102014-170412/.
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A dissertação pretende explorar a agenda da educação nas relações internacionais por meio do papel das organizações internacionais. Inseridos em uma realidade multilateral, organismos como a UNESCO, a UNICEF, o PNUD, a OCDE, a OIT e o Banco Mundial ganham cada vez mais espaço na arena internacional para discutir educação, alargando as fronteiras da ação política educacional para além do âmbito nacional. O objetivo desse trabalho é traçar um panorama histórico do entendimento destas organizações internacionais sobre o tema da educação, além de identificar qual das agências é protagonista na definição de projetos e programas educacionais. Perante a ascensão do Banco Mundial com o mandato da educação, confirmada por sua liderança na iniciativa Education for All, ainda pretende-se realizar um estudo de caso sobre as propostas do Banco Mundial na educação brasileira. A dissertação está dividida em dois artigos. O primeiro consiste em uma análise da educação de acordo com a percepção que as organizações internacionais possuem do tema, com foco na UNESCO e no Banco Mundial. O segundo artigo investiga os projetos do Banco Mundial desenvolvidos para o Brasil a partir de 1990. A finalidade do estudo é analisar de que forma os objetivos do Education for All estão presentes nesses projetos e se eles contribuem para uma mudança nas regulações, práticas e prioridades nacionais, e de que forma.The dissertation has the purpose to explore the agenda of education in international relations through the role of international organizations. Inserted in a multilateral reality, organizations such as UNESCO, UNICEF, UNDP, OECD, ILO and the World Bank are gaining more space in international arena to discussing education, broadening the boundaries of educational policy-making beyond the national level. The aim of this study is to chart a historical overview of the understanding that these international organizations have about the topic of education, and identify which agency is the protagonist in the definition of the educational projects and programs. Given the rise of the World Bank, with the mandate of education, confirmed by its leadership in the Education for All initiative, the text also intends to conduct a case study on the proposals of the World Bank for Brazilian education. The dissertation is divided into two papers. The first one consists of an analysis of education according to the perception that international organizations, focusing on UNESCO and the World Bank. The second article investigates the Bank projects developed in Brazil since 1990. The purpose of the study is to examine how the goals of Education for All are present in these projects and if they contribute to a change in national regulations, practices and priorities, and how.
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KS, Samir, and Wolfgang Lutz. "The human core of the shared socioeconomic pathways: Population scenarios by age, sex and level of education for all countries to 2100." Elsevier, 2017. http://dx.doi.org/10.1016/j.gloenvcha.2014.06.004.
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This paper applies the methods of multi-dimensional mathematical demography to project national
populations based on alternative assumptions on future, fertility, mortality, migration and educational
transitions that correspond to the five shared socioeconomic pathways (SSP) storylines. In doing so it
goes a significant step beyond past population scenarios in the IPCC context which considered only total
population size. By differentiating the human population not only by age and sex - as is conventionally
done in demographic projections - but also by different levels of educational attainment the most
fundamental aspects of human development and social change are being explicitly addressed through
modeling the changing composition of populations by these three important individual characteristics.
The scenarios have been defined in a collaborative effort of the international Integrated Assessment
Modeling community with themedium scenario following that of a major new effort by the Wittgenstein
Centre for Demography and Global Human Capital (IIASA, OEAW, WU) involving over 550 experts from
around the world. As a result, in terms of total world population size the trajectories resulting from the
five SSPs stay very close to each other until around 2030 and by the middle of the century already a
visible differentiation appears with the range between the highest (SSP3) and the lowest (SSP1)
trajectories spanning 1.5 billion. The range opens up much more with the SSP3 reaching 12.6 billion in
2100 and SSP1 falling to 6.9 billion which is lower than today's world population.
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Holanda, Francisca Helena de Oliveira. "Trabalho e educaÃÃo: uma crÃtica ao Projeto de EducaÃÃo para Todos." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4684.
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nÃo hÃNossa pesquisa procura fazer uma anÃlise crÃtica sobre a categoria da aprendizagem no Projeto de EducaÃÃo para Todos (EPT), detalhada no Plano de AÃÃo para Satisfazer as Necessidades BÃsicas de Aprendizagem (NEBAS), destacando, nesses termos, o seu carÃter ideolÃgico e sua vinculaÃÃo com o plano de gestÃo do capital. Com base na perspectiva marxiana, tomamos como objetivo examinar as principais metas do Programa de EducaÃÃo para Todos, firmadas na ConferÃncia Mundial de EducaÃÃo para Todos, realizada em Jomtien, em 1990, e reiterada no FÃrum de AÃÃo de Dacar, no ano 2000. Nessa direÃÃo, denunciaremos tambÃm a grande articulaÃÃo universal da concepÃÃo da EPT nos paÃses pobres, mediante a utilizaÃÃo anual de RelatÃrios de Monitoramento de EducaÃÃo Para Todos (EPT), com Ãnfase nos documentos de 2003 a 2008. Resultante de um estudo eminentemente teÃrico-bibliogrÃfico e documental, nossa anÃlise centra-se na concepÃÃo onto-histÃrica do trabalho e da reproduÃÃo do ser social, comungando com autores marxistas a visÃo de que a educaÃÃo, como um complexo social, torna-se, nos marcos da sociabilidade do capital, uma mercadoria. Partindo do pressuposto de que a aprendizagem à o recurso apontado pelo prÃprio capital como importante para a sustentabilidade econÃmica e social da ordem, compreendemos que o Programa de EPT, sob a organizaÃÃo do Banco Mundial, impÃe um amplo programa de reestruturaÃÃo dos sistemas nacionais de ensino, com prioridade na universalizaÃÃo da educaÃÃo bÃsica. Asseveramos que o ideÃrio de uma educaÃÃo para todos tem sua gÃnese a partir da ascensÃo da burguesia ao poder, determinando novas relaÃÃes sociais e um novo modo de produÃÃo: o sistema capitalista. Nessa nova ordem, a formaÃÃo do trabalhador està voltada para aprendizagens Ãteis e adquiridas fora do trabalho. Sob o capital, o complexo educacional encontra-se, essencialmente, voltado para a sustentabilidade e reproduÃÃo de sua lÃgica de acumulaÃÃo ampliada. Na particularidade brasileira, constatamos um conjunto de reformas educacionais, ancoradas num pacto social para impulsionar o desenvolvimento econÃmico e a reduÃÃo da pobreza. ConcluÃmos que o Projeto de EducaÃÃo para Todos com foco nas aprendizagens para a educaÃÃo bÃsica torna-se apenas um âmecanismo educacional e ideolÃgicoâ, pois promove padrÃes mÃnimos de formaÃÃo do conhecimento, ao limitar a escolarizaÃÃo bÃsica como a necessÃria e suficiente para os paÃses pobres adentrarem na chamada economia sustentÃvel e global do SÃculo XXI.
The research seeks to develop a critical analysis of the learning category in the context of the Project of Education for All (EPT), detailed on the Plan of Action to Satisfy the Basic Needs of Learning (NEBAS), emphasizing, by these terms, its ideological character and its link with the capitalâs management plan. Based on the Marxian perspective, we aim to examine the main goals put forward by the Program of Education for All, established at the World Conference of Education for All, carried out in Jomtien, in 1990, and reiterated in the Dakar Forum of Action, in the year 2000. This way, we will also denounce the large universal articulation of the EPT conception in the poor countries, through the annual utilization of the Reports of Monitoring of Education for All (EPT), with emphasis in the 2003 through 2008 documents. Resulting from a study of a theoretical-bibliographical nature, our analysis is centered upon the ontohistorical conception of labor as the fundamental moment in the process of social reproduction, sharing with Marxist authors the idea that education as a social complex becomes itself, a commodity, in the limits of capitalâs sociability. Presuming that learning is appointed by capital as an important tool to guarantee economical and social sustainability, we reassert that the EPT Program, under the World Bank organization, imposes a wide restructuring program of the national teaching systems, with priority on the universalization of basic education. We state that the idea of an education for all has its genesis in the rise of the bourgeoisie to power, determining new social relations and a new way of production: the capitalistic system. In this new order, the workerâs formation is based upon those practical learnings which are useful to the world of production. Under the capital system, the education complex finds itself essentially based on the sustainability and reproduction of the logic of accumulation. In the Brazilian particularity, we notice a group of educational reforms, based on a social pact to drive the economic development and the poverty reduction. We conclude that the Project of Education for All, focused on the learnings towards the basic education, becomes itself only an educational and ideological tool, for it promotes minimal knowledge standards, limiting the basic schooling as a sufficient pattern for the poor countries to enter the sphere of the so called sustainable and global economy of the XXIth Century.
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Jean, Jesse. "Etude de l’aide internationale pour la réalisation de l’éducation pour tous en Haïti." Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0066/document.
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En Haïti, l’effort public pour l’éducation reste insuffisant. De plus, l’enseignement primaire est peu développé et de qualité faible. Ainsi, en dépit des progrès substantiels qui ont été réalisés durant ces vingt cinq dernières années, le pays reste très en retard face á l’objectif de l’éducation pour tous (EPT). En effet, les dernières données statistiques disponibles indiquent que plus de 4 500 000 filles et garçons sont actuellement en dehors du système scolaire. Outre l’abandon, le redoublement, le mauvais regroupement des élèves, l’encadrement pédagogique est médiocre. Ce qui pèse négativement sur les acquisitions des élèves. Les mauvais résultats obtenus des élèves aux examens officiels en témoignent. Par ailleurs, la rémunération des enseignants est très insignifiante et les conditions d’exercice de la profession enseignante laisse à désirer. Enfin, le système scolaire souffre d’un déficit de pilotage, de gouvernance et d’efficacité externe.Pour accompagner les décideurs politiques haïtiens et planificateurs nationaux dans leurs stratégies d’action en faveur de l’éducation pour tous, les principales organisations multilatérales, notamment la Banque mondiale, mettent en œuvre le Projet d’Education pour tous (EPT I et II). Spécifiquement, le Projet d’Ecoles Publiques à Gestion Communautaire (EPGC) cible la scolarisation primaire universelle (SPU) dans des milieux ruraux défavorisés où l’accès à l’enseignement primaire de base demeure un bien rare, voire inexistant dans les régions ciblées. Par l’aide. Cependant, malgré les divers projets ou programmes d’aide internationaux dédiés notamment à l’expansion de la scolarisation universelle sur l’ensemble du territoire national du pays, atteindre l’éducation pour tous est très aléatoire.Les conclusions de l’enquête empirique montrent que de nombreuses difficultés nuisent à la mise en œuvre effective de l’aide et ceci tant au niveau central, départemental et communal. Les données collectées sur le terrain indiquent un impact significatif sur la participation des acteurs locaux dans la gestion des affaires éducatives. Sur le plan des réalisations éducatives, les analyses de l’investigation confirment des effets sur les taux nets d’accès à l’école ainsi qu’un impact appréciable sur la parité filles-garçons. Les conclusions de l’enquête révèlent quelques effets pervers par exemple sur la qualité de l’école, des dynamiques locales, ainsi que des modes d’organisation administrative et de gestion pédagogique du système scolaire dans les zones allocataires ciblées pour la mise en application du Projet EPGC. Aussi, l’objectif de l’éducation pour tous ne sera pas atteint en Haïti et le chemin semble encore long.In Haiti, the public effort for education is insufficient. Primary education is underdeveloped and is of low quality. Despite substantial progress made during the last twenty five years, the country is still far behind from achieving the goal of Education for All (EFA). The latest available statistics indicate that more than 4.5 million girls and boys are currently outside the school system. Abandonment, repetition, bad grouping of students and poor educational support reflect negatively on learning achievement. Teachers' salaries are insignificant and teaching conditions deprived. Hence, the school system suffers a deficit of control, governance and external efficiency.To accompany Haitian national planners and policy makers in their strategies for universal education, major multilateral organizations, including the World Bank, implement the Project Education for All (EFA I and II) also called. Through a program called “Project for Public Schools to Community Management (PPSCM)” they aim to achieve universal primary education in some disadvantaged rural areas where access to basic primary education remains inadequate or nonexistent. However, despite the various projects or international aid programs dedicated to the expansion of universal education all over Haiti, the goal of achieving Education for All is far from being reached.The findings of our empirical analysis show, the positive effect of international aid on school access and its significant impact on gender parity in Haiti. On the other hand, it exposes many difficulties that obstruct an effective implementation of international aid for education in Haiti at central, departmental and communal levels. The data collected in the field point out some negative effects, for example on the quality of the school, local dynamics, as well as administrative organization methods and educational management of the school system in areas where the PPSCM is implemented. The conclusion of this study reveals that the goal of Education for All will not be achieved and there still is a long way to go to provide school to all children in Haiti
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HOLANDA, Francisca Helena de Oliveira. "Trabalho e educação: uma crítica ao Projeto de Educação para Todos." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/3136.
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HOLANDA, Francisca Helena de Oliveira. Trabalho e educação: uma crítica ao Projeto de Educação para Todos. 2009. 185f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2009.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T13:40:14Z No. of bitstreams: 1 2009_Dis_FHOHOLANDA.pdf: 833063 bytes, checksum: 67f3753e46c0d0d647c148dfb82650f9 (MD5)
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The research seeks to develop a critical analysis of the learning category in the context of the Project of Education for All (EPT), detailed on the Plan of Action to Satisfy the Basic Needs of Learning (NEBAS), emphasizing, by these terms, its ideological character and its link with the capital’s management plan. Based on the Marxian perspective, we aim to examine the main goals put forward by the Program of Education for All, established at the World Conference of Education for All, carried out in Jomtien, in 1990, and reiterated in the Dakar Forum of Action, in the year 2000. This way, we will also denounce the large universal articulation of the EPT conception in the poor countries, through the annual utilization of the Reports of Monitoring of Education for All (EPT), with emphasis in the 2003 through 2008 documents. Resulting from a study of a theoretical-bibliographical nature, our analysis is centered upon the ontohistorical conception of labor as the fundamental moment in the process of social reproduction, sharing with Marxist authors the idea that education as a social complex becomes itself, a commodity, in the limits of capital’s sociability. Presuming that learning is appointed by capital as an important tool to guarantee economical and social sustainability, we reassert that the EPT Program, under the World Bank organization, imposes a wide restructuring program of the national teaching systems, with priority on the universalization of basic education. We state that the idea of an education for all has its genesis in the rise of the bourgeoisie to power, determining new social relations and a new way of production: the capitalistic system. In this new order, the worker’s formation is based upon those practical learnings which are useful to the world of production. Under the capital system, the education complex finds itself essentially based on the sustainability and reproduction of the logic of accumulation. In the Brazilian particularity, we notice a group of educational reforms, based on a social pact to drive the economic development and the poverty reduction. We conclude that the Project of Education for All, focused on the learnings towards the basic education, becomes itself only an educational and ideological tool, for it promotes minimal knowledge standards, limiting the basic schooling as a sufficient pattern for the poor countries to enter the sphere of the so called sustainable and global economy of the XXIth Century.
Nossa pesquisa procura fazer uma análise crítica sobre a categoria da aprendizagem no Projeto de Educação para Todos (EPT), detalhada no Plano de Ação para Satisfazer as Necessidades Básicas de Aprendizagem (NEBAS), destacando, nesses termos, o seu caráter ideológico e sua vinculação com o plano de gestão do capital. Com base na perspectiva marxiana, tomamos como objetivo examinar as principais metas do Programa de Educação para Todos, firmadas na Conferência Mundial de Educação para Todos, realizada em Jomtien, em 1990, e reiterada no Fórum de Ação de Dacar, no ano 2000. Nessa direção, denunciaremos também a grande articulação universal da concepção da EPT nos países pobres, mediante a utilização anual de Relatórios de Monitoramento de Educação Para Todos (EPT), com ênfase nos documentos de 2003 a 2008. Resultante de um estudo eminentemente teórico-bibliográfico e documental, nossa análise centra-se na concepção onto-histórica do trabalho e da reprodução do ser social, comungando com autores marxistas a visão de que a educação, como um complexo social, torna-se, nos marcos da sociabilidade do capital, uma mercadoria. Partindo do pressuposto de que a aprendizagem é o recurso apontado pelo próprio capital como importante para a sustentabilidade econômica e social da ordem, compreendemos que o Programa de EPT, sob a organização do Banco Mundial, impõe um amplo programa de reestruturação dos sistemas nacionais de ensino, com prioridade na universalização da educação básica. Asseveramos que o ideário de uma educação para todos tem sua gênese a partir da ascensão da burguesia ao poder, determinando novas relações sociais e um novo modo de produção: o sistema capitalista. Nessa nova ordem, a formação do trabalhador está voltada para aprendizagens úteis e adquiridas fora do trabalho. Sob o capital, o complexo educacional encontra-se, essencialmente, voltado para a sustentabilidade e reprodução de sua lógica de acumulação ampliada. Na particularidade brasileira, constatamos um conjunto de reformas educacionais, ancoradas num pacto social para impulsionar o desenvolvimento econômico e a redução da pobreza. Concluímos que o Projeto de Educação para Todos com foco nas aprendizagens para a educação básica torna-se apenas um “mecanismo educacional e ideológico”, pois promove padrões mínimos de formação do conhecimento, ao limitar a escolarização básica como a necessária e suficiente para os países pobres adentrarem na chamada economia sustentável e global do Século XXI.
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Fullerton, Kathryn. "One of many, one with all: (re)searching how to live in this world." 2009. http://hdl.handle.net/10170/119.
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Rational thought has dominated Western knowledge structures and systems for many
centuries; our instinctual natures have largely been repressed. The purpose of this study is
to find out what my bodymind is telling me about how to live in this world. I use arts
based methodology to explore how I experience the place in which I live, to find my
voice and to navigate through liminal spaces. As I spent time in the natural environment,
I increasingly became more aware of my body and of the many animate beings with
which I share this place. If we can understand/know/experience the processes by which
we became separate from our instinctual natures, then there might be hope to bring
ourselves back to the knowledge that we belong and are a part of all of creation. The
website is located at http://www.apprenticeshipinnature.com
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Carvalho, Maria Martins de. "Where all the world has a stage : Culturgest and the purpose beyond profit." Master's thesis, 2020. http://hdl.handle.net/10400.14/33436.
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There are countless debates around museums and their function in issues of exclusion or inclusion, hegemony or counter-culture; by excellence, museums are the spaces of duality. But what about new museums, not-quite-museums: multi-disciplinary cultural institutions? These venues take on a role of social centre which necessitates action around empathy, community building, and cohesion, potentially making them places of human development and democratic incentive. It is this potential that the present dissertation aims to analyse.
To do so, this dissertation revolves around the study of Culturgest, a public bank owned cultural institution, and looks into the democratising mission it takes on, especially under the stewardship of the new curatorial team. Despite being one of the most important cultural institutions in Lisbon, Culturgest has not yet been the object of any comprehensive study of its social purpose – further research must be conducted beyond this work to gauge the success of the new team’s endeavours in years to come.
This study mostly rests upon literature review and semi-structured interviews. First, the author looks into the artistic theoretical foundations that underpin Culturgest’s activity and how it concretises them; secondly, the author investigates if there may be macro- and para-economic benefits that come from supporting this kind of institutions.
Finally, this dissertation concludes that cultural institutions are playing a key role in today’s informal education sector, whose impact should not be understated, and that attempting to further justify cultural investment by citing economic returns may be counter-productive.A função dos museus em questões de exclusão ou inclusão, hegemonia ou contracultura tem sido tópico de inúmeros debates; os museus são espaços de dualidade por excelência. Mas então e os novos museus, os não-exatamente museus: instituições culturais multidisciplinares? Estes espaços têm uma dimensão de entreposto social que requer ação em torno da empatia, construção de comunidades, e coesão, tornando-os potenciais locais de desenvolvimento humano e incentivo democrático. A presente dissertação tem como objetivo analisar este potencial. Para o fazer, a dissertação estuda a Culturgest, uma instituição cultural detida por um banco nacional, e investiga a missão democratizadora que ela assume, especialmente sob a direção da nova equipa de curadoria. Embora seja uma das mais importantes instituições culturais de Lisboa, a Culturgest nunca foi alvo de um estudo compreensivo do seu propósito social – mais pesquisa terá de ser realizada para além deste trabalho para avaliar o sucesso das medidas da nova equipa. Este estudo baseia-se maioritariamente em revisão de literatura e materiais e entrevistas semiestruturadas. Primeiramente, a autora aborda as bases artísticas teóricas que sustentam a atividade da Culturgest e a forma como a instituição as concretiza; em segundo lugar, a autora investiga a existência de benefícios macro- e para-económicos decorrentes do apoio a este tipo de instituições. Finalmente, a dissertação conclui que as instituições culturais desempenham um papel crucial no setor de educação informal atual, cujo impacto não deve ser minimizado, e que alegar retorno económico como razão para investir na cultura pode ser contraprodutivo.
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Kassa, Solome Zemene. "Assessment of aid effectiveness in Ethiopia : a case study on the General Education Quality Improvement Programme and the collaboration among DFID, UNICEF and the World Bank." Diss., 2012. http://hdl.handle.net/10500/9985.
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This research focuses on assessing the extent to which the Principles of Aid Effectiveness were followed and translated into action by taking the General Education Quality Improvement Programme (GEQIP) in Ethiopia as an example. Outcomes of the secondary reviews conducted on the selected government institutions and development partners documents demonstrate that these Principles are taken as overarching strategies to guide the undertakings on GEQIP.
The study attests that a number of factors influence the realization of aid effectiveness in Ethiopia. These include, at the recipient level, existence of strong national development plans while demanding improvement on absorptive capacity. At the level of development partners, compliance with pledges made on the provision of resources and better coordination is needed. A common country framework to guide the aid effectiveness process including mutual accountably is important. The study most importantly identifies that beyond sector specific reviews, emphasis should also be given to assess the contribution of the Principles of Aid Effectiveness for efficient delivery of support to the GEQIP.Development Studies
M.A. (Development Studies)
Books on the topic "World Declaration on Education for All"
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World Conference on Education for All (1990 Bangkok, Thailand). World declaration on education for all: And, Framework for action to meet basic learning needs : adopted by the : World Conference on Education for All, "Meeting basic learning needs", Jomtien, Thailand, 5-9 March, 1990. New York: Inter-Agency Commission for the World Conference on Education for All, 1990.
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Mhlanga, J. J. A study of access, distribution, levels, patterns, and trends of primary school enrolments in Mashonaland Central and Masvingo Provinces of Zimbabwe: A follow-up to the Jomtien World Declaration on Education for All and framework for action to meet basic learning needs. [Harare]: UNICEF Harare, 1991.
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Education for the world, education for all: Québec education in the context of globalization. Ottawa: Canadian Centre for Policy Alternatives, 2008.
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Association, Research and Education, ed. AP world history: All access. Piscataway, New Jersey: Research & Education Association, 2012.
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Modern education: One size fits all. South Hadley, Mass: Bergin & Garvey Publishers, 1988.
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UNESCO. Regional agenda: Follow-up to the World Forum on Education for All : 2001-2006. Senegal?]: Unesco, 2001.
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Chabbott, Colette. Constructing education for development: International organizations and education for all. New York: RoutledgeFalmer, 2002.
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All to one another: The university at home and in the world. Columbia, SC: published by the University of South Carolina Press for the Office of the President of the University of South Carolina, 2008.
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Treasury, Great Britain, and Great Britain. Dept. for Education and Skills., eds. Prosperity for all in the global economy -- world class skills: Final report. [London]: Stationery Office, 2006.
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Arab Regional Conference on Education for All, 2000 Assessment (2000 Cairo, Egypt). Education for All: 2000 assessment : presented to The Arab Regional Conference on Education for All, 2000 Assessment : Cairo 24-27/1/2000 and to The World Education Forum on Education for All : Dakar-Senegal 26-28/4/2000. [Cairo?: s.n.], 2000.
Find full textBook chapters on the topic "World Declaration on Education for All"
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Steiner-Khamsi, Gita. "For All By All?" In The World Bank and Education, 3–20. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-903-9_1.
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Verger, Antoni, and Xavier Bonal. "“All Things Being Equal?”." In The World Bank and Education, 125–42. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-903-9_9.
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Hyvönen, Mats. "World Class at All Costs." In Evaluating Education: Normative Systems and Institutional Practices, 107–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_8.
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AbstractThis chapter takes up the now infamous case of the so-called Macchariani Scandal in light of the Karolinska Institute’s tactics for maintaining and enhancing its position as a WCU. It pays special attention to research funding policies in general, and, in particular, the role of the chairman of the Institute’s Board of Trustees, the Liberal politician Lars Leijonborg, as an example of how the dream of becoming a world-class country in the increasingly fierce global competition can have far-reaching negative consequences for national higher education systems as well as for individuals.
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Lee, Mal. "Providing a Balanced Schooling in a Networked World." In Achieving Quality Education for All, 177–82. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_29.
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Bhowon, Rajesh. "A World-Class Education for Mauritius in the Twenty-First Century." In Achieving Quality Education for All, 211–15. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_35.
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Daugela, Margarete. "Understanding the World Bank’s Education for all Policy as Neoliberal Governmentality." In Canadian Education, 77–99. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-861-2_6.
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Bünning, Frank, and Alison Shilela. "The Bologna Declaration and Emerging Models of TVET Teacher Training in Germany." In International Handbook of Education for the Changing World of Work, 1393–406. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_93.
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Hughes, Phillip. "Access to TVET for All: An Essential Basis for Education for All." In International Handbook of Education for the Changing World of Work, 2039–52. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_138.
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von Lubitz, Dag K. J. E., Howard Levine, and Eric Wolf. "The Goose, the Gander, or the Strasbourg Paté for all: Medical Education, World, and the Internet." In Electronic Business and Education, 189–210. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1497-8_9.
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Poschen, Peter. "Decent Work for All: From ILO Initiative to a Global Goal." In International Handbook of Education for the Changing World of Work, 111–28. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_7.
Full textConference papers on the topic "World Declaration on Education for All"
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Patton, Barba Aldis, and Estella De Los Santos. "Workshop 3 | Helping all children be successful in mathematics: not just some of them." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0004.
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Lombard, Antoinette, Hein Johan Wiese, and Jan Smit. "Economic Upliftment and Social Development through the Development of Digital Astuteness in Rural Areas." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3491.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to HEIs in Africa, has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities' relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals. In 2003, the World Summit on the Information Society (WSIS) adopted a declaration of principles aimed at enabling everyone to create access, utilise and share information and knowledge. In this declaration, member states affirmed their commitment to aggressive investment in ICT for social and economic development (Ngwenyama et al 2006).
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Leal, Jordy Vargas, and Zeila V. T. Santos. "Work in Progress WIP: Teaching Innovation and Learning that reinforces the Core Subjects of all grades: Mathematics and Natural Sciences." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149563.
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Bredy, G. Sarah, Rebecca Horetsky, Becky Petrou O'Rourke, Jamie Pourier, Ashley Roes, and Rachel Xue. "SDG 2 - Zero Hunger; Case Study: UN World Food Programme (WFP)." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/4.
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Asimakopoulos, George, Thanassis Karalis, and Katerina Kedraka. "Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.
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This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
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Majerčíková, Jana. "University Kindergarten-A Specific Platform For Education And Collaboration Of All Its Agents." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.123.
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Traifeh, Hanadi, Raad Bin Tareaf, and Christoph Meinel. "E- Learning Experiences from the Arab World." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.791.
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Although most Arab countries offer free public education, the majority of their educational systems do not prepare students for the labour market or equip them with the skills needed to compete in today’s global society. Teaching methods and techniques do not encourage critical and analytical thinking, and are still teacher-centred instead of being designed with intentional focus on students and learners. E-learning technologies have the potential to address most of these challenges. For example, digital technologies can make education more efficient, scalable and accessible. And with the wide spread of the internet in the region, an increased adoption of e-learning has been witnessed among Arab students and life-long learners. To assess the current state of the e-learning sphere in the Arab world, we conducted a survey to learn more about the digital learning experiences of Arab students. In this paper, we report our findings. Most of the 200 participants who responded to our survey hold a bachelor degree and higher, and claimed to spend more than 4 hours online. However, only 19.5% of all participants have enrolled in an Arabic e-learning program or MOOC, and 70% still prefer to take their courses in English. We also assess the different factors Arab learners take into consideration when joining an online course, and also explore the reasons that lead 80% of participants not to join any online courses. Our observations show that adoption of digital learning in the Arab world is very low but has significant potential for growth. The paper concludes with recommendations on how to spread digital learning in the region.
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Fadaie, Gholamreza. "The Influence of Classification on World View and Epistemology." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3279.
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Worldview as a kind of man's look towards the world of reality has a severe influence on his classification of knowledge. In other words one may see in classification of knowledge the unity as well as plurality. This article deals with the fact that how classification takes place in man's epistemological process. Perception and epistemology are mentioned as the key points here. Philosophers are usually classifiers and their point of views forms the way they classify things and concepts. Relationship and how one looks at it in shaping the classification scheme is critical. The classifications which have been introduced up to now have had several models. They represent the kind of looking at, or point of view of their founders to the world. Aristotle, as a philosopher as well as an encyclopedist, is one of the great founders of knowledge classification. Afterwards the Islamic scholars followed him while some few rejected his model and made some new ones. If we divide all classifications according to their roots we may define them as human based classification, theology based classification, knowledge based classification, materialistic based classification such as Britannica's classification, and fact based classification. Tow broad approaches have been defined in this article: static and dynamic. The static approach refers to the traditional approaches and the dynamic one refers to the eight way of looking toward objects in order to realize them. The structure of classification has had its influence on epistemology, too. If the first cut on knowledge tree is fully defined, the branches would usually be consistent with it.
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Levada, Valeriy, Illya Tolmachov, Olena Levada, and Andrii Galkin. "Improving the efficiency of international supply chains via optimizing the functioning of customs terminals." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.083.
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Purpose – improving the efficiency of international supply chains via optimizing the functioning of customs terminals. Research methodology – analysis of the performance of customs terminals. Findings – simplification of customs control and customs clearance through the application of electronic customs (e-customs) declarations; brings customs procedures in Ukraine closer to European and world standards and significantly facilitates the work of law-abiding foreign economic entities. Research limitations – today, Ukraine’s customs legislation makes it possible to use electronic declarations (e-declarations) without any restrictions by all willing companies that are registered with the customs authorities and pro-vides for the possibility of filing an e-declaration in all customs regimes without exception. The declarant only needs an electronic digital (e-digital) signature. Upon request, an enterprise may obtain an electronic digital key in the territorial units of the Accredited Key Certification Center for free. Practical implications – a reduction of customs clearance time. Originality/Value – an analysis of the work of customs in the territory of Ukraine was conducted, and measures were proposed to optimize the functioning of customs terminals
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Hess, Susan M. "Outreach and Education to Ensure a Clean Energy Future for All." In ASME 2011 14th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2011. http://dx.doi.org/10.1115/icem2011-59339.
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As the nuclear industry continues to grow throughout the world, we find that support from government officials, local business leaders and the general public is becoming more and more important. In order to help raise awareness and inform these various publics, AREVA expanded upon a best practice from its worldwide operations and recently established a Community Advisory Council in the United States. The member organizations represent a variety of grassroots and minority organizations from across the United States and are active in various ways in local, state and federal arenas. AREVA’s objective for the Council is simple — listen to concerns, engage in dialogue and raise awareness about the intrinsic link existing between energy, CO2 emissions, global warming, and economic growth, so these same people can make decisions when it comes to energy sources in the future. We want our members to help us better understand their communities, listen to their concerns and answer their questions openly and honestly. AREVA understands that this outreach and education are just the first steps toward helping clean energy sources grow. We must maintain regular dialog and operate in a safe manner, because in the long run, it is these community members who will ensure energy security for the country. And it is only by working together as an industry that we can ensure a safe, clean air future for generations to come, no matter where in the world we live.
Reports on the topic "World Declaration on Education for All"
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Idris, Iffat. LGBT Rights and Inclusion in Small Island Developing States (SIDS). Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.067.
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This review looks at the extent to which LGBT rights are provided for under law in a range of Small Island Developing States (SIDS), and the record on implementation/enforcement, as well as approaches to promote LGBT rights and inclusion. SIDS covered are those in the Caribbean, Pacific, and Atlantic-Indian Ocean-South China Sea (AIS) regions. The review draws on a mixture of grey literature (largely from international development agencies/NGOs), academic literature, and media reports. While the information on the legal situation of LGBT people in SIDS was readily available, there was far less evidence on approaches/programmes to promote LGBT rights/inclusion in these countries. However, the review did find a number of reports with recommendations for international development cooperation generally on LGBT issues. Denial of LGBT rights and discrimination against LGBT people is found to varying extents in all parts of the world. It is important that LGBT people have protection in law, in particular the right to have same-sex sexual relations; protection from discrimination on the grounds of sexual orientation; and the right to gender identity/expression. Such rights are also provided for under international human rights conventions such as the Universal Declaration of Human Rights, while the Sustainable Development Goals are based on the principle of ‘leave no one behind'.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.
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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.
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For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.
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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.
Full textAbstract:
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Montefusco, Maria, and Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Edited by Christina Lindström. Nordens välfärdscenter, June 2021. http://dx.doi.org/10.52746/ovbi5427.
Full textAbstract:
No person with a disability shall be left behind. This report presents suggested indicators for monitoring the implementation of the UN Convention on the Rights of Persons with Disability and Agenda 2030 in the Nordic region. The vision of the Nordic cooperation is to become the most integrated and sustainable in the world by 2030. The vision mirrors the sustainable development goals of Agenda 2030, according to which no-one shall be left behind. Persons with disabilities have the right to inclusion, and the Nordic countries monitor the developments of living conditions for persons with disabilities. All countries have also ratified the Convention on the rights of persons with disabilities and have high ambitions with regard to Agenda 2030. Throughout the region we face similar challenges concerning inclusion. Participation is not equal, not in employment, nor in education, economy, or health. But to improve this we need to see it. Even if a set of indicators is not the only way forward, they can help us measure if we are on the right track. In this report, we suggest a set of indicators that could be developed further and used to follow the developments towards inclusion and measure living conditions. By developing such a set of comparable indicators in the Nordic countries, we can see whether the countries separately and collectively follow the intentions of the UNCRPD to improve the living conditions of people with disabilities. The indicators are also an aid in the work to identify whether we are working correctly to achieve the Agenda 2030 targets.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Full textAbstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Full textAbstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.
Full textAbstract:
The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.
Full textAbstract:
In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.