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ICPE-47-2004_RES1-FR | 4. At the conclusion of this Conference, we reaffirm the paramount importance of education in our national development policies. Consequently, we call for the mobilization of all partners to be able to meet the immense challenges of youth education for a human-faced globalization and sustainable development of our soci... | operative | |
ICPE-47-2004_RES1-FR | 5. We also express the hope that the Conclusions and Priority Proposals for Action, which we adopted unanimously on September 11, 2004, may genuinely become a source of inspiration for our educational policies and serve to bring about a strong and lasting improvement in the quality of education for all young people wor... | operative | |
ICPE-47-2004_RES1-FR | 6. Impressive figures: Currently, half of the world’s population is under the age of 25. The world is home to the largest youth generation it has ever known. More than one billion people are between the ages of 12 and 20. By 2020, 87% of young people worldwide will live in developing countries, where they are already t... | operative | |
ICPE-47-2004_RES1-FR | 7. Broader access and opportunities, but still significant challenges: The number of young people completing primary education is continuously increasing. The number of enrollments in secondary education worldwide has multiplied tenfold over the past 50 years. While global secondary school enrollment rates have risen f... | operative | |
ICPE-47-2004_RES1-FR | 8. Improving the quality of education for the twenty-first century: Too many young people do not have the opportunity to acquire the knowledge, attitudes, and values necessary to live in the twenty-first century. There is a growing demand for education to be more relevant to the modern world and for individuals to cont... | operative | |
ICPE-47-2004_RES1-FR | 9. Gender equality: In most regions of the world, there are unacceptable gender disparities in access to and retention in education, learning opportunities, and their outcomes. This situation reflects the limited capacity of many education systems to be sufficiently responsive to gender issues. | operative | |
ICPE-47-2004_RES1-FR | 10. Life skills: Currently, education systems, including technical and vocational education and training, do not provide young people with the opportunity to acquire and strengthen the complex skills necessary for life. Many of these skills are essential to overcoming contemporary challenges such as HIV/AIDS and other ... | operative | |
ICPE-47-2004_RES1-FR | 11. Social inclusion: In an increasingly shrinking world due to globalization and information and communication technologies, exclusion is on the rise. Factors such as poverty, gender, abilities, origin, language, culture, and various forms of discrimination can constitute obstacles to effective learning. | operative | |
ICPE-47-2004_RES1-FR | 12. Conditions facilitating the lives of teachers: In many parts of the world, training, resources, support, materials, and adequate working conditions are lacking for teachers and trainers. As a result, they cannot be effective in guiding the learning of young people. | operative | |
ICPE-47-2004_RES1-FR | 13. Anticipating the future: The rapid and unpredictable changes in today’s world have rendered the current provision of education insufficiently appropriate. | operative | |
ICPE-47-2004_RES1-FR | 14. Resource allocation: In many regions of the world, the educational needs of young people are not always a priority for economic and social reasons. Consequently, there are insufficient resources allocated to this important age group, both by countries and by the entire community of development partners. | operative | |
ICPE-47-2004_RES1-FR | 15. Alliances and partnerships: The mobilization of effective alliances for quality education for all young people is insufficient among students, teachers, parents, communities, civil society, the media, businesses, the community as a whole, and stakeholders. In particular, in many situations, young people do not have... | operative | |
ICPE-47-2004_RES1-FR | 16. Peace, sustainable development, and social justice: Young people must have access to quality education and training in order to expand their capacity to be agents of sustainable development and builders of a world of peace and justice. Education must reflect the nature of cultures and languages, the value of the in... | operative | |
ICPE-47-2004_RES1-FR | 17. Develop a comprehensive strategy. To achieve development, peace, and justice globally, it is essential to implement a comprehensive strategy that ensures the learning needs of all young people are met through equitable access to learning programs that promote the acquisition of life skills and adequate training enc... | operative | |
ICPE-47-2004_RES1-FR | 18. Increase access and equity for all young people. New ways of designing education, involving creative organizational and pedagogical methods and the use of ICT, must be implemented to increase access and retention of young people in education. It is important to recognize the correlation between formal and non-forma... | operative | |
ICPE-47-2004_RES1-FR | 19. Improve the methods of innovation and creation. Governments, teachers and trainers, as well as all other stakeholders involved, should promote renewed national objectives focused on the relevance of education in the 21st century. This involves fostering the strengthening, evaluation, innovation, diversification, an... | operative | |
ICPE-47-2004_RES1-FR | 20. Take decisive action to address gender inequality. In many situations, it will be necessary to undertake concerted and positive actions aimed at compensating for historical and contemporary inequalities. A substantial body of research, knowledge, and good practices exists, and these must be prioritized to generaliz... | operative | |
ICPE-47-2004_RES1-FR | 21. Establish strategies that prioritize life skills. To learn how to solve problems and take action, skills must be better defined, particularly for preventing HIV/AIDS, enhancing employability, and fostering active citizenship. Proven practices include conflict resolution, peacebuilding, and cultivating the desire to... | operative | |
ICPE-47-2004_RES1-FR | 22. Focus on the most common reasons for exclusion. It is essential to take action to identify the factors that exclude young people from learning. | operative | |
ICPE-47-2004_RES1-FR | 23. Recognize the importance of teachers and trainers. It is necessary to establish increased opportunities for the continuous professional development of teachers. Furthermore, working conditions, career prospects, and salaries that make the teaching profession attractive should be ensured to strengthen the social sta... | operative | |
ICPE-47-2004_RES1-FR | 24. Utilize existing knowledge and promote research. In the development of educational policies, forecasts derived from research and alternative future trends should be taken into account in order to make informed choices. | operative | |
ICPE-47-2004_RES1-FR | 25. Improving the use of resources. Governments and civil society are encouraged to find new and creative mechanisms to finance quality education for all young people (for example, by exploring the possibilities of converting debt repayments into investments in education). This should go hand in hand with an increased ... | operative | |
ICPE-47-2004_RES1-FR | 26. Promote alliances and partnerships at all levels. Incentive measures and appropriate legislation could facilitate the effective functioning of more efficient partnerships. Governments are encouraged to continue engaging stakeholders such as students, teachers, parents, NGOs, the media, social partners including tea... | operative | |
ICPE-47-2004_RES1-FR | 27. Educate for sustainable development, peace, and social justice. Significant efforts must be made to implement effective strategies, policies, and practices to ensure quality education for all young people. the United Nations Decade of Education for Sustainable Development and the United Nations Literacy Decade shou... | operative | |
ICPE-47-2004_RES1-FR | 28. This document, resulting from the work of the 47th session of the International Conference on Education, will be taken into account to enrich reflection and strengthen, in the short, medium, and long term, the action programs of UNESCO, its International Bureau of Education, and its other specialized institutes, wi... | operative | |
ICPE-48-2008_RES1-FR | Gathered for the 48th session of the International Conference on Education (Geneva, 25-28 November 2008), we, Ministers of Education, heads of delegation, and delegates from 153 member States, alongside representatives of 20 intergovernmental organizations, 25 NGOs, foundations, and other civil society institutions, pa... | preambular | |
ICPE-48-2008_RES1-FR | At the conclusion of our work, the participants recalled Article 26 of the United Nations Universal Declaration of Human Rights, which states that everyone has the right to education. | operative | |
ICPE-48-2008_RES1-FR | We affirm that quality inclusive education for all is essential to ensure human, social, and economic development. | operative | |
ICPE-48-2008_RES1-FR | We unanimously agree that governments, like all other social actors, have an important role to play in providing quality education for all, and in doing so, should recognize that it is essential to have an expanded concept of inclusive education that can address the diverse needs of all learners and is both relevant, e... | operative | |
ICPE-48-2008_RES1-FR | All forecasts indicate that the global financial crisis will have disproportionate effects on the poor, who are the least responsible for this situation. | preambular | |
ICPE-48-2008_RES1-FR | In this context, we reaffirm the importance of inclusive education to combat poverty, improve health, income, and livelihoods. | operative | |
ICPE-48-2008_RES1-FR | Therefore, despite the current global financial crisis, we emphasize the need to give the highest priority to the financing of education and not to use this financial crisis as a justification for reducing resources allocated to education at both the national and international levels. | operative | |
ICPE-48-2008_RES1-FR | Drawing on the outcomes of the nine preparatory meetings and the four regional conferences on education for inclusion organized by the UNESCO International Bureau of Education, and based on the results of the plenary sessions and workshop deliberations of this Conference, we call upon Member States to adopt the approac... | operative | |
ICPE-48-2008_RES1-FR | To this end, the expanded concept of education for inclusion can be envisaged as an overarching guiding principle aimed at strengthening education for sustainable development and lifelong learning for all, as well as ensuring equal access for all segments of society to learning opportunities, in order to implement the ... | operative | |
ICPE-48-2008_RES1-FR | Therefore, we recommend that all Member States: | operative | |
ICPE-48-2008_RES1-FR | 1. Recognize that education for inclusion is a long-term process aimed at providing quality education for all, respecting diversity as well as the different needs and capacities, characteristics, and learning expectations of students and communities, and eliminating all forms of discrimination. | operative | |
ICPE-48-2008_RES1-FR | 2. Treat social inequality and poverty levels as priorities, as they constitute major obstacles to the implementation of policies and strategies related to education for inclusion, and address these issues within the framework of intersectoral policies. | operative | |
ICPE-48-2008_RES1-FR | 3. Promote child-friendly school cultures and environments that are conducive to effective and inclusive learning for all, healthy and protective, attentive to gender equality, and encourage the active role and participation of learners themselves, their families, and their communities. | operative | |
ICPE-48-2008_RES1-FR | 4. Collect and utilize relevant data on excluded groups of all categories in order to improve educational policies and reforms aimed at their inclusion, and to design national monitoring and evaluation mechanisms. | operative | |
ICPE-48-2008_RES1-FR | 5. Consider the ratification of all international conventions related to inclusion as judicious, in particular the Convention on the Rights of Persons with Disabilities adopted in December 2006. | operative | |
ICPE-48-2008_RES1-FR | 6. Provide education in consideration of the public interest and strengthen the capacity of governments to guide, promote, and monitor the implementation of equitable, high-quality education, in close collaboration with civil society and the private sector. | operative | |
ICPE-48-2008_RES1-FR | Develop policies that provide educational support to the different categories of learners in order to facilitate their development in regular schools. | operative | |
ICPE-48-2008_RES1-FR | 8. Consider linguistic and cultural diversity in the classroom as a valuable resource and promote the use of the mother tongue during the early years of schooling. | operative | |
ICPE-48-2008_RES1-FR | 9. Encourage education stakeholders to design genuine curricular frameworks from early childhood, while adopting a flexible approach that takes into account local needs and situations and diversifies pedagogical practices. | operative | |
ICPE-48-2008_RES1-FR | 10. Ensure the participation and consultation of all stakeholders in decision-making processes, given that the overall responsibility for promoting inclusion requires the active involvement of all social actors, with the government playing a leading and regulatory role, in accordance, where applicable, with national le... | operative | |
ICPE-48-2008_RES1-FR | 11. Strengthen the links between schools and society in such a way as to enable families and communities to participate in and contribute to the educational process. | operative | |
ICPE-48-2008_RES1-FR | 12. Develop early childhood protection and education programs (ECPE) that promote inclusion, as well as mechanisms for early detection and intervention regarding the overall development of the child. | operative | |
ICPE-48-2008_RES1-FR | 13. Strengthen the use of ICT in order to ensure broader access to learning opportunities, particularly in rural, remote, and disadvantaged areas. | operative | |
ICPE-48-2008_RES1-FR | 14. Provide the opportunity to acquire high-quality non-formal education that leads to the formal recognition of skills acquired in non-formal settings. | operative | |
ICPE-48-2008_RES1-FR | 15. Increase efforts to reduce illiteracy as a mechanism of inclusion, taking into account the important role that educated parents can play in the education of their children. | operative | |
ICPE-48-2008_RES1-FR | 16. Strengthen the role of teachers by striving to improve their status and working conditions, and develop mechanisms to recruit qualified candidates and retain competent teachers who are open to the diverse demands of learning. | operative | |
ICPE-48-2008_RES1-FR | 17. Train teachers by providing them with the appropriate skills and materials to teach diverse groups of students and to meet the varied learning needs of learners through methods such as school-based professional development, initial training related to inclusion, and instruction attentive to the development and stre... | operative | |
ICPE-48-2008_RES1-FR | 18. Strengthen the strategic role of higher education in the initial and ongoing training of teachers regarding inclusive education practices, notably by providing sufficient resources. | operative | |
ICPE-48-2008_RES1-FR | 19. Encourage innovative research on teaching and learning methods related to inclusive education. | operative | |
ICPE-48-2008_RES1-FR | 20. Equip school administrators with the necessary skills to effectively respond to the diverse needs of all learners and to promote education for inclusion within their institutions. | operative | |
ICPE-48-2008_RES1-FR | 21. Take into account the protection of learners, teachers, and educational institutions during periods of conflict. | operative | |
ICPE-48-2008_RES1-FR | 22. Recognize UNESCO's leadership role in the field of education for inclusion through the following actions: • Encourage exchanges and dissemination of good practices; • Provide countries, upon request, with advice on how they can develop and implement policies for education for inclusion; • Promote South-South and No... | operative | |
ICPE-48-2008_RES1-FR | 23. Call upon other international organizations to also provide support to Member States, based on their needs, for the implementation of these recommendations. | operative | |
ICPE-48-2008_RES1-FR | 24. Disseminate the Conclusions and recommendations unanimously adopted at the closing of the work of the forty-eighth session of the International Conference on Education by the actors and partners of the international educational community, in order to inspire, guide, support, and develop renewed and resolutely inclu... | operative |
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