THEME 2- TOWARDS EDUCATION FOR ALL THROUGHOUT LIFE? Conclusion and Recommendations UNESCO

1. A N D R E A M A R T Í N E Z ,
L O L A O R T E G A ,
M A R Í A L I Z Á N ,
B E N I A M I N L E T O W S K I ,
P A O L A G A R C Í A .
TOWARDS EDUCATION FOR ALL
THROUGHOUT LIFE?
Conclusion and Recommendations
UNESCO

2. THE RIGHT TO EDUCATION
everyone has
the right to
education
education shall
be free, at least
in the
elementary and
fundamental
stages
elmentary
education shall
be
compulsory
technical and
professional
education shall
be made
generally
available
higher
education shall
be equally
accessible to all
on the basis of
achievements
The right to education is one of the human rights proclaimed
in the Universal Declaration of Human Rights

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

5. THE SIX DAKAR GOALS
4. Achieving a 50 percent improvement in levels of adult
literacy by 2015, especially for women, and equitable
access to basic and continuing education for all adults
5. Eliminating gender disparities in primary and
secondary education by 2005 and achieving gender
equality in education by 2015
6. Improving all aspects of the quality of education and
ensuring excellence, especially in literacy, numeracy and
essential life skills

6. BASIC EDUCATION FOR ALL
FIRST PRIORITY: LITERACY (ABILITY TO READING
AND WRITING)
• In most education systems, the period of
compulsory schooling, especially at the primary
level, is when children are given basic education.
• All the evidence indicates that the school, as a
place and an institution, will remain the pillar of
basic education for a long time to come.
• School is therefore responsible for the
fundamental mission of literacy.
• The promotion of basic education for all must
accompany the ongoing eradication of illiteracy.

7. • What are the criteria that should underpin the definition
of the minimum basic knowledge after leaving school?
In societies in which writing
and counting are necessary for
everyday life - proficiency in
reading, writing and basic
arithmetic is the principal
purpose of basic education.
One of the skills is learning
to learn – the ability to
locate, classify and sort the
information that is now to be
found everywhere, for instance
(but not only) on the internet.

8. Secondary education  stage in which a differentiation begins to be made in
the learning paths.
“Multi-
purpose"
unique way of learning until the
end of the secondary
offers a choice between a general
branch or another of a technological or
professional nature
o Problem: risk of marginalizing those
who do not adapt to it.
o Problem: state students prematurely in
branches that they are not really into.
"Differential"

9. CONTINUOUS LEARNING
 The idea for continued education
started following the
implementation of adult education.
social promotion professional recycling
Starts from the thinking that initial training
is incomplete, and forms the basis of a
"know how to learn" which should
reactivate continuously.

10. It constitutes one of the fundamental
ways of person’s construction
It must be conceived as a
condition of development

11. 1.Cultural and personal development, that is
what gives meaning to the existence of each individual.
2.Social development, which refers to the place
occupied in a community, citizenship, political
participation and sociability.
3.Professional development, that is related with
quality employment and professional satisfaction.
3
LEVELS

12. 1.
Preschool
education 2.Basic
compulsory
school
education
3.Education
and training
after
compulsory
education
4.Permanent
training
5.Professional
life
characterized by the
freedom of devoting
himself to hobbies and
social activities, without
taking into account the
labour requirements.

13. ATTACH GREATER IMPORTANCE TO
PRESCHOOL EDUCATION
For a long time it has left in the
hands of the families
Even nowadays the education of
children three years depends on
informal education.
At the international level, the
attention paid to this stage of life has
increased considerably in recent years

14. Care and early childhood education
continues to be an area relatively new
much less studied than primary
education
It is not easy to carry out a
measurement of this type of education
because in this field all socio-cultural
media have specific practices.

15. EDUCATION ENRICHMENT:EDUCATION
AND QUALITY
The number of
students per
teacher
Training of
teachers
The quality of
infrastructures
Material
available
The universalization of education and the relevant provision of
education are not enough in itself to ensure the efficiency and
success, since they also depend on the quality. Some factors are:
However, even in countries that have achieved the principle of
universal school, 25% of the students are not capable of working
life. This can be for several reasons:
Little evolution
of education
systems to the
new eras
Classical
method of
teaching rather
than innovate
with new
technologies
Resources and
methodologies

16. Teacher should be a guide
in the learning process of
the child and not a figure
of authority that imposes
knowledge
ICT can undertake an
important role in passing a
teaching based on
standard replies to another
in search of problems and
solutions
Solution
New focus of teachers towards
students, focusing education on
them
On one hand On the other hand
The main objective of these methods is to
stimulate motivation and imagination to
create a true quality education

17. "E-LEARNING": NEW TECHNOLOGIES AND
DISTANCE EDUCATION
However, although the Internet have emerged virtual
communities of learners at all levels of education, the creation
of knowledge societies is impossible.
Since rich countries and the international community must
make important and energetic efforts to develop the
technological infrastructures of countries in development.
Without material infrastructure, the virtual universe is a
pure illusion.

18. "E-LEARNING": NEW TECHNOLOGIES
AND DISTANCE EDUCATION
The "e-learning"
announces radical
changes in the rhythm
of learning
Distance education
could definitely
replace school and
teaching in class
model
But for now, it takes
even clarify the
relationship between
distance and learning
It isn’t enough to
communicate to
transmit or to obtain
or exchange
information through a
simple click with the
mouse to gain
knowledge and share
it
We will continue to
ask different questions
about the validity of
the e-learning
Can virtual
communities replace
actual communities
at all levels?
Can distance and
confidence go
together?

19. CONCLUSION
 The destiny of the societies of the 21st century will be
the becoming knowledge societies transformed by
technologies
Two problems
The risk of
promoting a unique
model based on the
demands of economy
Tendency to fall into
the technological
determinism

20. HAS THE WORLD ENOUGH TO PROMOTE
KNOWLEDGE SOCIETIES?
The cost of this initiative is hardly measurable at the
moment.
It is unlikely that economic growth will generate sufficient
resources to enable developing countries to reach the
achievement of all people access to basic education.
A possible solution for the developing countries reduce
military spending.
Recent years  policy initiatives and innovative modalities,
which include basic education, health policies and those
related to the environment

21. 3 PILLARS OF KNOWLEDGE SOCIETIES
 1st : BETTER VALORIZATION OF KNOWLEDGE
TO COMBAT THE COGNITIVE GAP.
Developing countries
difficulties to recognize the
expertise available, enhance
them and put this potential at
the service of development.
Achieve every society to
acquire full awareness of the
wealth of knowledge that is
depositary.
Recognized and analyzed
more precisely, this heritage
could better exploit to get the
maximum possible benefit of
the multiple dynamics of
globalization.
determine what are the weak
points of each society.
Reoriented the scientific and
educational policies

22. 3 PILLARS OF KNOWLEDGE SOCIETIES
 2nd: SOCIETIES MORE PARTICIPATORY
KNOWLEDGE.
Awareness of the wealth of knowledge
available to a society requires a mobilization
of all its protagonists. This awareness should
not be limited to identifying what today has
agreed to call "indigenous knowledge" or
"traditional", with a view to their recovery or
specific preservation.
The societies of the Foundation shall only
creditor of its name when the greatest
possible number of individuals can become
producers of knowledge and are not
limited to being mere consumers who
already are currently available.

23. 3 PILLARS OF KNOWLEDGE SOCIETIES
 3rd: BETTER INTEGRATION OF KNOWLEDGE
PILOCIES.
The diversity of the areas in which there are
transformations which allow to diagnose the
development of knowledge societies creates
some confusion. This can only dissipate with a
better integration of policy knowledge and a
clarification of the purposes underlying to the
notion of the "knowledge society".

24. RECOMMENDATIONS
 1 Invest more in quality education for all, in order to ensure equal
opportunities.
 Commitment to the development of the society of knowledge constitutes a challenge for
all around the world. It is essential to reduce poverty, ensure common security and the
effective exercise of human rights.
countries should
devote an
important part of
GNP spending on
education
donor countries
should
significantly
increase the
percentage of
official
development
assistance to
education
the international
community
should encourage
innovative
education and
research funding
methods
the contribution
of higher
education schools
for all

25. RECOMMENDATIONS
 2. Multiply the places of community access to information and
communication technologies .
 At national level, especially in developing countries, they should multiply the places of
community access, particularly the multimedia community centres, which promote the
dissemination and sharing of knowledge and information and communication
technologies become new carriers of socialization.
 3 encourage universal access to knowledge through the increase of available
content.
 The main places of knowledge, such as the schools of higher education, research centres,
museums or libraries, should play a more important role in the production and
dissemination of knowledge through an improvement of networks and access bit onerous
to high-speed connections.

26. RECOMMENDATIONS
 4. Work in "Collaboratory": towards a better sharing of scientific knowledge
 You should create networks and infrastructures of tail - scientific made accessible to
researchers from different countries and regions
 5 share environmental knowledge for sustainable development
 The pursuit of the objectives of sustainable development requires the sharing of
knowledge about the environment among industrialized and developing countries. It is
important to develop global surveillance instruments of environmental based both local
knowledge and scientific and technological knowledge
 6. give priority to linguistic diversity: the challenges of multilingualism
 Linguistic diversity is an essential factor of cultural diversity in all its manifestations. The
knowledge societies should be based on a "double multilingualism": individuals and
cyberspace

27. RECOMMENDATIONS
 7 move towards a certification of knowledge on the Internet: towards quality
designations
 The work of reflection on the feasibility, technical and legal norms and standards of
certification of knowledge, should encourage in order to guarantee users access to a range
of content safe and relevant, especially in the field of scientific information.
 8. intensifying partnerships for digital solidarity
 It should increase the creation of innovative partnerships that agrupasen to
representatives of States, regions, cities, and non-governmental international
organizations, private sector entities and civil society, to translate into facts the digital
solidarity

28. RECOMMENDATIONS
 9 increase the contribution of women to the knowledge societies.
 Equality between the sexes and the empowerment of women should be part of the
constitutive principles of knowledge societies. The public domain of knowledge should
include the contribution of knowledge specifically female. It is important to provide
facilities to women so they can acquire skills and capabilities that meet their own
development needs.
 10 measurement of knowledge: towards knowledge societies indicators?
 The different interested actors could study if feasible indicators of knowledge societies
that can contribute to a better definition of priorities, in order to reduce the cognitive gap
at national and international level.

29. REFERENCES
“TOWARDS KNOWLEDGE SOCIETIES- UNESCO
PUBLISHING”

30. TRUE/FALSE
1. The right to education is one of the human rights
proclaimed in the Universal Declaration of Human Rights
2. In multi-purporse model there are several ways of
learning until the end of secondary.
3. Some factors of the quality of education are: The number
of students per teacher and the timeline.
4. It is unlikely that economic growth will generate sufficient
resources to enable developing countries to reach the
achievement of all people access to basic education.
5. Equality between the sexes and the empowerment of
women should be part of the constitutive principles of
knowledge societies.

31. MULTIPLE CHOICE
1. What is included on minimum basic knowledge after
leaving school?
a)proficiency in reading, writing and basic arithmetic
b)the ability to locate, classify and sort the information
c)both are correct
2. Continuous learning:
a) Starts from the thinking that initial training is incomplete
b) Forms the basis of a "know how to learn" which should
Not be reactivated continuously
c) Both are correct.

32. 3. The “E-learning” is often called to:
a)Distance learning
b)Virtual universo
c)Both are false
4. A possible solution for the developing countries to generate
resources is:
a)Reduce the military spending
b)Taken some policy initiatives and innovative modalities
c)All are correct

33.  5. What is the second pillar: societies more participatory
knowledge?
a) Awareness of the wealth of knowledge available to a society
requires a mobilization of all its protagonists.
b) The diversity of the areas in which there are
transformations which allow to diagnose the development of
knowledge societies creates some confusión
c) The main idea to promote all the children´s capacities.