Mostrando entradas con la etiqueta EFA. Mostrar todas las entradas
Mostrando entradas con la etiqueta EFA. Mostrar todas las entradas

1990-2015: Education for All | Educación para Todos


Rosa María Torres
Tomado del sitio web de UNESCO
(Español, abajo)
Below is a compilation of texts (books, articles, interviews, blogs) - English, Spanish, Portuguese, French - that I have written on the global Education for All - EFA initiative (1990-2015). Over these 25 years I have been close to EFA since its start, at world, regional and national level, working from various capacities and places.
I attended the regional preparatory conference on EFA, held in Quito-Ecuador in 1988. Invited by UNESCO, I participated in 1990 at the World Conference on Education for All (Jomtien, Thailand) where EFA was launched and its six goals approved, dealing with an 'expanded vision of basic education', comprising children, youth and adults. I was also invited by UNESCO to attend the World Education Forum in 2000 (Dakar, Senegal) where the evaluation of the EFA decade was presented and the deadline was postponed until 2015 since the goals had not been met.

I was one of the five senior education advisers recruited by UNICEF in 1990 to organize an Education Cluster that would deal with EFA worldwide; being the editor of UNICEF's Education News was one of my tasks. Later, while working at IIPE UNESCO Buenos Aires in the late 1990s, I wrote a book on the first EFA decade and the challenges ahead. For the goals related to youth and adult literacy/basic education I have worked with UIE, later UIL, in Hamburg, as well as with UNESCO Paris in the preparation of the United Nations Literacy Decade (2003-2012). I drafted the Base Document for the Decade, which was discussed and approved at a special session at the Dakar Forum.

Since 2000 I organized and coordinated the Latin American Statement on Education for All and moderated for over ten years Comunidad Educativa, the virtual community linked to it. In 2003, together with members of Comunidad Educativa, we organized an open letter to Mr. Koichiro Maatsura protesting the designation of Mrs. Laura Bush as Honorary Ambassador for the UN Literacy Decade. The letter was signed by thousands of people worldwide.

I follow the developments and international debates on EFA. The 2000-2015 EFA Global Monitoring Report, released in April 2015, showed that the goals, once again, were not met. Only one third of countries met them worldwide, Cuba the only one in the Latin American and Caribbean context.

This compilation wants to be a contribution to the collective reflection and debate around EFA, and to the evaluation process of these 25 years of EFA implementation vis a vis the post 2015 scenario.
Compilo aquí textos (libros, artículos, entrevistas, blogs) - español, inglés, portugués, francés - que he escrito sobre la iniciativa mundial Educación para Todos - EPT (1990-2015). He estado cerca de la EPT a lo largo de estos 25 años y desde sus inicios, en diferentes capacidades y desde distintos lugares.

Estuve en la conferencia regional preparatoria de la Conferencia Mundial sobre Educación para Todos, realizada en Quito en 1988. Invitada por UNESCO, participé en 1990 en dicha conferencia en Jomtien-Tailandia, donde se lanzó la EPT y se aprobaron las seis metas con una 'visión ampliada de la educación básica', destinadas a "satisfacer necesidades básicas de aprendizaje" de niños, jóvenes y adultos, dentro y fuera del sistema escolar. También invitada por UNESCO, estuve en 2000 en el Foro Mundial de Educación (Dakar-Senegal), donde se presentó la evaluación de la década y se decidió postergar el plazo de la EPT por 15 años más, hasta el 2015, en vista de que las metas no se cumplieron.
Fui una de las cinco personas contratadas por UNICEF para formar parte del equipo de asesores de alto nivel que conformaría la Sección Educación de UNICEF en Nueva York, encargada de diseñar políticas de EPT a nivel mundial; parte de mis tareas fue ser la editora del boletín Education News de UNICEF. A fines de los 1990s, mientras trabajaba en el IIPE UNESCO Buenos Aires, escribí un libro sobre la primera década de EPT y los desafíos pendientes. Para las metas relacionadas con la alfabetización y la educación básica de jóvenes y adultos he trabajado con el UIE, más tarde rebautizado como UIL, en Hamburgo, así como con UNESCO París en la preparación de la Década de Naciones Unidas para la Alfabetización (2003-2012), para la que redacté el Documento Base que fue discutido y aprobado en una sesión especial en Dakar.

Desde el 2000, a partir del Foro Mundial de Dakar, organicé y coordiné el Pronunciamiento Latinoamericano por una Educación para Todos y moderé durante más de 10 años la comunidad virtual Comunidad Educativa asociada a éste. En 2003, junto con miembros del Pronunciamiento y de Comunidad Educativa, organizamos y enviamos una carta abierta al Sr. Koichiro Maatsura protestando por la designación de la Sra. Laura Bush como Embajadora Honoraria de la Década de Alfabetización. La carta fue firmada por miles de personas en todo el mundo.
Seguí de cerca los desarrollos y debates de la EPT a nivel internacional. El Informe Global de Monitoreo de la EPT 2000-2015, hecho público en abril de 2015, mostró que, una vez más, las metas no se cumplieron. Solo un tercio de los países - la mayoría del "mundo desarrollado" - alcanzaron todas las metas; Cuba fue el único en América Latina y El Caribe.

Con esta compilación aspiro contribuir a la reflexión colectiva en torno a la EPT y a la evaluación de sus 25 años de trayectoria.




Reaching the Unreached: Non-Formal Approaches and Universal Primary Education
(Rosa María Torres and Manzoor Ahmed), UNICEF Education Cluster, New York, 1993 (dossier)
http://otra-educacion.blogspot.com/2013/06/reaching-unreached-non-formal.html


Open Letter to School Children
In: Education News, N° 11, UNICEF, Education Cluster, New York, 1995
http://otra-educacion.blogspot.com/2010/08/open-letter-to-school-children.html
Carta abierta para niños y niñas que van a la escuela
En: Education News, N° 11, UNICEF, Education Cluster, New York, 1995
http://otra-educacion.blogspot.com/2010/08/carta-abierta-para-ninos-y-ninas-que.html


Children's right to basic education
In: Education News, N° 14, UNICEF, Education Cluster, New York, 1995
http://otra-educacion.blogspot.com/2010/11/childrens-right-to-basic-education.html
El derecho de niños y niñas a una educación básica
En: Education News, N° 14, UNICEF, Education Cluster, New York, 1995
 http://otra-educacion.blogspot.com/2011/08/el-derecho-de-ninos-y-ninas-una.html


La educación según el Banco Mundial. Un análisis de sus propuestas y métodos, Miño y Dávila/ CEM, Buenos Aires, 1997; 2a. edición, Buenos Aires/ México/Madrid, 1999. (con José Luis Coraggio)
"Improving the Quality of Basic Education? The Strategies of the World Bank", in: Stromquist, N.; Basile, M. (ed.). 1999. Politics of Educational Innovations in Developing Countries, An Analysis of Knowledge and Power. NewYork-London: Falmer Press, 1999.

¿Qué recomendaba el Banco Mundial para la reforma educativa en los 1990s?
http://otra-educacion.blogspot.com/2013/10/que-recomendaba-el-banco-mundial-para.html


¿Mejorar la educación para aliviar la pobreza o aliviar la pobreza para mejorar la educación?
En: Rosa María Torres, Itinerarios por la educación latinoamericana: Cuaderno de viajes, Editorial Paidós, Buenos Aires-Barcelona-México, 2000.
 http://otra-educacion.blogspot.com/2010/09/mejorar-la-educacion-para-aliviar-la.html


Una década de Educación para Todos: La tarea pendiente (IIPE-UNESCO Buenos Aires, 2000, PDF)

One Decade of 'Education for All': The Challenge Ahead (IIEP-UNESCO Buenos Aires, 2000, PDF)
 http://www.iipe-buenosaires.org.ar/publicaciones/one-decade-education-all-challenge-ahead


What happened at the World Education Forum (Dakar 200)?
http://www.iiz-dvv.de/index.php?article_id=473&clang=1

¿Qué pasó en el Foro Mundial de Educación (Dakar, 2000)?
http://www.iiz-dvv.de/index.php?article_id=473&clang=3

Que s’est-il passé au Forum Mondial sur L’Éducation (Dakar, 2000)?http://www.iiz-dvv.de/index.php?article_id=473&clang=2


Literacy for All: A United Nations Literacy Decade (2003-2012): Base Document for the Literacy Decade (2000)
http://www.slideshare.net/RosaMariaTorres2015/base-document-united-nations-literacy-decade-20032012
Alfabetización para Todos: Década de Naciones Unidas para la Alfabetización (2003-2012): Documento Base para la Década (2000)
 http://www.slideshare.net/RosaMariaTorres2015/documento-base-dcada-de-las-naciones-unidas-para-la-alfabetizacin-20032012

GLEACE: Letter to UNESCO on the Literacy Decade (2003-2012)
http://otra-educacion.blogspot.com/2012/01/letter-to-unesco-on-literacy-decade.html
GLEACE: Carta a la UNESCO sobre el Decenio de la Alfabetización (2003-2012)
 http://otra-educacion.blogspot.com/2012/01/carta-la-unesco-sobre-el-decenio-de-la.html


Lifelong Learning for the North, Primary Education for the South?
Abstract of the presentation at the International Conference on Lifelong Learning “Global Perspectives in Education” (Beijing, China, 1-3 July 2001)
 http://otra-educacion.blogspot.com/2011/11/lifelong-learning-for-north-primary.html
¿Aprendizaje a lo Largo de la Vida para el Norte, Educación Primaria para el Sur?
Resumen de la exposición (en inglés) en la Conferencia Internacional sobre Aprendizaje a lo Largo de la Vida “Perspectivas Globales en Educación”, (Pekín, China, 1-3 Julio 2001)
http://otra-educacion.blogspot.com/2011/04/aprendizaje-lo-largo-de-la-vida-para-el.html


Lifelong Learning in the South: Critical Issues and Opportunities for Adult Education
Sida Studies 11, Stockholm, 2004
http://www.sida.se/Svenska/Om-oss/Publikationsdatabas/Publikationer/2004/november/No11-Lifelong-Learning-in-the-South-Critical-Issues-and-Opportunities-for-Adult-Education3/






Literacy and Lifelong Learning: The Linkages
Invited speaker. Conference and paper presented at the 2006 Biennale of ADEA
(Libreville, Gabon, March 27-31, 2006)
 http://otra-educacion.blogspot.com/2012/01/literacy-and-lifelong-learning-linkages.html


Six 'Education for All' Goals (Jomtien/Dakar)
http://otra-educacion.blogspot.com/2013/01/six-education-for-all-goals-seis-metas.html

Seis Metas de la 'Educación para Todos' (Jomtien/Dakar)
 http://otra-educacion.blogspot.com/2013/01/six-education-for-all-goals-seis-metas.html


¿Qué es 'educación básica'?
 http://otra-educacion.blogspot.com/2014/08/que-es-educacion-basica.html
What happened to the "expanded vision of basic education"?
 http://otra-educacion.blogspot.com/2014/09/what-happened-to-expanded-vision-of.html


Educación para Todos y Objetivos del Milenio no son la misma cosa
Entrevista con la Campaña Latinoamericana por el Derecho a la Educación (CLADE), 2005
http://otra-educacion.blogspot.com/2012/05/educacion-educacion-para-todos-y-metas.html


América Latina: Seis décadas de metas para la educación (1957-2021) | Latin America: Six decades of education goals (1957-2021)
http://otra-educacion.blogspot.com/2010/12/america-latina-cuatro-decadas-de-metas_20.html



 La 'Educación para Todos' se encogió
http://otra-educacion.blogspot.com/2014/10/la-educacion-para-todos-se-encogio.html


Adult Literacy in Latin America and the Caribbean: Plans and Goals 1980-2015
http://otra-educacion.blogspot.com/2011/05/adult-literacy-in-latin-amrica-and.html
Alfabetización de adultos en América Latina y el Caribe: planes y metas 1980-2015
http://otra-educacion.blogspot.com/2011/06/alfabetizacion-de-adultos-en-america.html


International Initiatives for Education | Iniciativas internacionales para la educación
http://otra-educacion.blogspot.com/2013/03/international-initiatives-for-education.html


About "good practice" in international co-operation in education
http://otra-educacion.blogspot.com/2011/11/what-would-be-good-practice-in.html


Military spending in education | Gasto militar en educación
 http://otra-educacion.blogspot.com/2011/03/military-spending-and-education-gasto.html


From Literacy to Lifelong Learning: Trends, Issues and Challenges of Youth and Adult Education in Latin America and the Caribbean
prepared for the Sixth International Conference on Adult Education - CONFINTEA VI (UNESCO, Belém, Brazil, 1-4 Dec. 2009). 
http://otra-educacion.blogspot.com/2011/05/from-literacy-to-lifelong-learning-de.html
 http://www.unesco.org/en/confinteavi/grale/
De la alfabetización al aprendizaje a lo largo de toda la vida: Tendencias, temas y desafíos de la educación de personas jóvenes y adultas en América Latina y el Caribe
preparado para la VI Conferencia Internacional sobre Educación de Adultos - CONFINTEA VI (Belém-Pará, Brasil, 1-4 diciembre 2009)
http://otra-educacion.blogspot.com/2011/05/from-literacy-to-lifelong-learning-de.html


Education First | Educación Primero
http://otra-educacion.blogspot.com/2012/09/educacion-primero-education-first.html


II Pronunciamiento Latinoamericano por una Educación para Todos
II Encuentro de firmantes y I Encuentro Presencial de Comunidad Educativa (Buenos Aires, 8-11 septiembre, 2010)
http://otra-educacion.blogspot.com/p/pronunciamiento-latinoamericano-por-una.html

II Pronunciamiento Latinoamericano por uma Educacao para Todos
II Encontro de Signatários e I Encontro Presencial da Comunidad Educativa (Buenos Aires, 8-11 de Setembro, 2010)
 http://otra-educacion.blogspot.com/p/pronunciamiento-latinoamericano-por-una.html




¿Renuncia a un mundo alfabetizado?

Giving up to a literate world?
http://otra-educacion.blogspot.com/2013/11/giving-up-to-literate-world.html
en: DVV, Adult Education and Development, issue 80, December 2013
http://www.dvv-international.de/index.php?article_id=1460&clang=1

El fracaso alfabetizador de la escuela
Presentación al texto de Emilia Ferreiro "La alfabetización de los niños en la última década del siglo"
http://otra-educacion.blogspot.com/2013/05/el-fracaso-alfabetizador-de-la-escuela.html


25 años de Educación para Todos
 http://educacion-para-todos.blogspot.com/2013/03/25-anos-de-educacion-para-todos-25.html
25 Years of Education for All
 http://educacion-para-todos.blogspot.com/2013/03/25-anos-de-educacion-para-todos-25.html


Observatorio: Mitos y metas de la 'Educación para Todos' (1990-2015)
http://educacion-para-todos.blogspot.com/2013/03/25-anos-de-educacion-para-todos-25.html

Observatory: Myths and goals of 'Education for All' (1990-2015)
http://educacion-para-todos.blogspot.com/2013/03/25-anos-de-educacion-para-todos-25.html






Education for All 2000-2015: How did Latin America and the Caribbean do?
http://otra-educacion.blogspot.com/2015/04/education-for-all-2000-2015-how-did.html



1990-2030: Global education goals | Metas globales para la educación (tabla) http://otra-educacion.blogspot.mx/2015/09/1990-2030-global-education-goals-metas.html



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Now comes PISA for 'developing countries' (PISA-D)

 Rosa María Torres


Some of the concerns raised around OECD's PISA tests (reading, mathematics and science, applied every three years to 15 year olds) refer to their inadequacy for "developing countries". 

Participating Latin American countries systematically occupy some of the lowest places in PISA rankings, far from "developed" OECD countries (in the past few years, Mexico, Chile and Colombia have been accepted as OECD countries; they are also at the bottom). 

PISA tests were developed by and for OECD countries. Later, non-OECD countries  have joined PISA, 10 of them from Latin America and the Caribbean: Argentina, Brazil, Colombia, Costa Rica, Dominican Republic, Chile, Mexico, Panama, Peru, Trinidad & Tobago, and Uruguay. (See: list of countries that have participated in PISA)

Issues related to the inadequacy or usefulness of PISA for non-OECD countries include the following:

» the need to contextualize the tests, responding to the great heterogeneity (socio-economic, cultural, etc.) of countries, within the same generic category of "developing";

» many 15 year olds are out of school because they never enrolled or because they dropped out (drop out rates are high in may countries, especially in secondary education);  
» there is no technical capacity in the majority of countries to administer a complex and massive standardized test such as PISA; 
» many countries participate in international tests (such as UNESCO's LLECE tests in the case of Latin America);
» devastating domestic effects in countries getting low results and rankings in PISA tests;

» the enormous attention dedicated by governments to improve scores and rankings in the next PISA test, distracting time and resources from critical structural issues and from learning as such. 

Some of these concerns have been aired in open letters addressed to OECD, such as the one sent in 2013 by Ministers of Education in Latin America (Los Ministros de Educación del MERCOSUR y la prueba PISA) or the one sent in 2014 by 92 academics from the US and other OECD countries (Stop PISA!). Concerns have also been raised in Chile (Bárbara Figueroa critica la Prueba PISA porque mide asuntos 'ajenos a la realidad educativa chilena') and in Ecuador vis a vis this country's decision to join PISA (PISA ¿para qué? ¿El Ecuador en PISA?). (See: Critical Voices of PISA in Latin America).

Responding to these and other concerns, the OECD proposed PISA for Development (PISA-D), an initiative addressed to middle and low income countries. The idea is to expand the participation of non-OECD countries in PISA. Nine countries - from Africa, Asia, and Latin America and the Caribbean - expressed their interest to participate in the pilot project: Bhutan, Cambodia, Ecuador, Guatemala, Honduras, Panama, Paraguay, Senegal, and Zambia. (See: Technical meeting, June 2013); OECD Call for Tender 100000990, August 2014).
"PISA for Development aims to increase the policy relevance of PISA for developing countries through enhanced PISA survey instruments that are more relevant for the contexts found in developing countries but which produce scores that are on the same scales as the main PISA assessment. The project will also develop an approach and methodology for including out of school children in the surveys. The project’s objectives will be achieved over a 36 month period through a three-way partnership involving the OECD, concerned development partners (DAC members plus the World Bank, UNESCO and other UN bodies and other regional organisations) and partner countries from the developing world".
The OECD sees the following advantages of PISA for Development:
• "A single reference against which to rigorously gauge the degree of progress
made towards targets for educational quality and equity.

• A comparable and robust measure of progress to allow all countries – regardless of their starting point – to establish themselves on an improvement trajectory to achieve targets referenced to common international goals.

• Credible and comparable results: PISA requires participating countries to follow common technical, institutional and administrative standards for the assessment.

• An opportunity to help build institutional capacity. Countries are responsible for overseeing PISA implementation; therefore, participation in PISA can also drive improvements in institutions. This capacity building could be implemented directly with development partners in a way that creates spill-over benefits to other parts of the educational sector."
PISA-D is an OECD strategy for the post-2015 period. 2015 marked the deadline for two major world initiatives: Education for All (EFA, 1990-2000-2015) and the Millennium Development Goals (MDG, 2000-2015). In 2015, the Sustainable Development Goals (SDG) and the 2030 Agenda were approved.

International awareness around a "global learning crisis" - millions of children worldwide not learning to read, write and calculate after attending school for four years or more - acknowledges for the first time the precariousness of learning in primary schools in most "developing countries" and is contributing to finally place learning as an explicit and fundamental goal. Unfortunately, that goes also with an emphasis on learning assessment starting now in pre-primary education. In that context, OECD/PISA appear as key global partners.

"Developing a universal measure of educational success" is one of eleven areas in which OECD plans to contribute to the 2030 Agenda (Beyond the MDGs: Towards an OECD contribution to the post-2015 agenda). In other words: the aim is to establish ONE definition of 'educational success' and ONE way to measure it worldwide, in the North and in the South. PISA-D is the strategy and the instrument to incorporate that "other part of the world" still absent from the global education evaluation race.

A big player and evaluation enthusiast such as the World Bank blesses global learning benchmarks and recommends them especially for "developing countries."
"In a global economy the primary benchmark for success is no longer improvement by national standards, but the best-performing education systems internationally. (Having said that, it’s also important for countries to set and measure learning goals that reflect their own national priorities and values.) This usually means participating in one of the many international assessment programs that test the math, science, problem solving or other competencies of students at the same grade or age level in different education systems around the world. Countries – particularly developing and emerging economies – may feel at a disadvantage in this global benchmarking, but should keep in mind that steady improvement over time is the important thing." (Education: Measuring for Success in Today’s World, 9 May 2014).

Issues that may need more focused attention and discussion 

The following issues were mentioned in "The PISA for Development initiative moves forward: Have my wishes been fulfilled?" (2 Feb. 2015):

- A test with questions that 15-year-olds in emerging and developing economies can actually answer.

The OECD’s original plan was to draw solely on their existing pool of 337 PISA questions to create the PISA for Development test. One and a half year later, the OECD started to explore using  questions from other regional and international assessments to supplement the PISA questions. The idea is to make sure 15-year-olds in emerging and developing countries can actually answer.

- A test that emerging and developing economies can afford.

The PISA for Development pilot is about twice as expensive as the regular PISA exercise, since it  involves lots of developmental work, in an effort to adapt the questionnaires to the contexts of these countries and to develop a methodology to include out-of-school students. Donors such as the World Bank have provided financial support to facilitate countries' participation. It is essential, however, to take a hard look at the long-term sustainability of PISA for Development, if countries are expected to cover the costs on their own.

- A test that contributes to learning for all.

The pilot faced the challenge of collecting learning data on the entire 15-year-old cohort in a country, including those who are out of school. This may include youth who never went to school or who are semi-literate.

PISA-D is administered both in and outside of school. Eight countries – Bhutan, Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia – participated  in the school-based implementation of PISA-D, which was carried out from 2015 to 2018. Six countries administered the out-of-school assessment: Guatemala, Honduras, Panama, Paraguay, Senegal and Zambia. 

PISA-D countries can compare their results to the more than 80 countries participating in PISA.

PISA-D results

PISA-D results were released by OECD on 11 December, 2018, in Quito. Results included seven countries: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia. Bhutan is not included since it arrived late.

Cambodia
Ecuador
Guatemala
Honduras
Paraguay
Senegal
Zambia
oe.cd/il/PISA4Dev


Related texts in this blog
Sobre evaluación en educación  | On Evaluation in Education
Artículos sobre PISA  | Articles on PISA
25 Years of Education for All  | 25 años de Educación para Todos

 
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Giving up to a literate world?




Every year, for years and decades, we read the same thing: There are millions of illiterate people worldwide (two thirds are women) and little headway is made despite the recommendations, statements, events. The United Nations Literacy Decade (2003‒2012), of which few knew about, ended almost unnoticed.

 Infographs of the 2012 Education for All (EFA) Global Monitoring Report graphically displayed the progress of the six goals of Education for All from 2000 (World Education Forum, Dakar) to 2015. In all goals, progress was lower than expected and less than what was pledged for 2015. Same thing was repeated in the 2013 EFA Global Report. Adult illiteracy was the furthest from being achieved. 

 In 2010, the UNESCO Institute for Statistics (UIS) concluded that 'literacy rates are increasing, but not fast enough'. In fact, progress has been insignificant and even more so if we go back a decade to the beginning of Education for All (EFA), to its launch at the World Conference on Education for All (Jomtien, Thailand) in 1990.
▸ 1989: 895 million illiterates (figure disclosed by UNESCO as an EFA baseline). The goal was to reduce illiteracy by half by the year 2000.

 ▸ 2010: 775 million illiterates (EFA Report 2012).

▸ 2011: 774 million illiterates (EFA Report 2013).
▸ 2015: 757 million illiterates.

▸ Illiteracy was reduced 12% since 1990, but only 1% since 2000.

After 25 years of Education for All and already well into the 21st century, we are still a long way off from a literate world.  

 The commitment to reducing illiteracy by 50% by 2015 was not accomplished.

On the other hand, the 2012 EFA report pointed out that 160 million adults in 'developed countries' have 'poor literacy skills'.

In Latin America and the Caribbean, the commitment to 'eradicate illiteracy' goes back to 1980. The goal that captured global attention in Education for All and Millennium Development Goals was primary education with a focus on access and enrolment. Early childhood education and the education of young people and adults, at both ends of the 'school-age' spectrum, have always been pushed to the background, and the false option of education of children versus education of adults accepted.

 History repeated itself in the race against time in trying to reach 2015 with what was possible and the debate on how to continue beyond 2015. The education - and specifically literacy education - of young people and adults once again gets relegated. Some demand that these goals be added, forgetting that they have always been there and that what has been missing is the political will to fulfill them, both on the part of governments as well as the international agencies. Once again a related goal will be added and once again it will become the usual salute to the flag.

 In a world that prides itself on having entered the Information Society with an eye towards the Knowledge Society, that boasts of technological advances and struggles to decrease the digital divide, that tries to gain points in the global rankings on poverty reduction, 'digital illiterates' have become more important than the 'just' illiterate. It seems to bother no one that those people who claim to be illiterate continue to number in the millions, swell the ranks of the poorest and dispossessed, and will never read a book or benefit from the internet.

The number of illiterate people in the millions seems to have become perfectly tolerable and compatible with the progress of humanity. Who wants to take responsibility for them? Who wants to accept that the actual number of illiterate persons must be much greater since, as we well know, many people do not assess themselves as such in censuses and surveys? Who wants to pay attention to the failure of literacy education, to the worrying reality of the millions of people who cannot read or write even though they have formally learned to read and write?

The utopia of a literate world seems to be getting shelved away. Gone are the days of aspiring to end illiteracy (and poverty); the most that is aspired to today is the 'reduction' of both in defined percentages and conveniently prorated. And there are even those who, from an economic calculation, ideology or simply ignorance, are ready to claim that the illiterate persons who live among us in the world today are surely impaired and incapable of learning. 

Renouncing the objective of universal literacy is not only denying a basic learning need and a fundamental human right that assists people of all ages and conditions, but the renunciation of one more piece of dignity and hope in an increasingly dehumanised world.

 To learn more
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On LifeLong Learning ▸ Sobre Aprendizaje a lo Largo de la Vida


Pawła Kuczyńskiego


A compilation of texts of mine included in this blog (posts, articles, conferences, interviews, books) related to the LifeLong Learning paradigm, on which I have been working since the 1990s.

Compilo aquí algunos textos míos publicados en este blog (artículos, conferencias, entrevistas, libros) relacionados con el paradigma del Aprendizaje a lo Largo de la Vida, en el cual vengo trabajando desde los 1990s.



▸ En 1996-1998, siendo Directora de Programas para América Latina en la Fundación Kellogg, organicé la Iniciativa de Educación Básica "Comunidad de Aprendizaje", que continué desde el IIPE-UNESCO Buenos Aires (1998-2000). La comunidad local como comunidad de aprendizaje.

▸ En el año 2000, siendo miembro del grupo experto internacional organizado por UNESCO para la preparación de la Década de Naciones Unidas para la Alfabetización (2003-2012), se me encargó la redacción del Documento Base de la Década, el cual fue discutido y aprobado en una sesión especial en el Foro Mundial de Dakar (abril 2000).

▸ Base Document - Literacy for All: A United Nations Literacy Decade (2003-2012). Drafted for UNESCO in 2000.
▸ Documento Base - Alfabetización para Todos: Década de Naciones Unidas para la Alfabetización 2003-2012. Redactado a pedido de la UNESCO en 2000.

▸ Literacy for All: A Renewed Vision (2000)
▸ Alfabetización para Todos: Una Visión Renovada (2000)

▸ Knowldedge-based international aid: Do we want it? Do we need it?. Paper prepared for the International Seminar on "Development knowledge, national research and international cooperation", Bonn, 3-5 April, 2001. Norrag News, Edinburgh, CAS, UK, 2001.

▸ Lifelong Learning in the North, Primary Education in the South?, International Conference on Lifelong Learning “Global Perspectives in Education”, Beijing, China, 1-3 July, 2001 (abridged version).
 ▸ ¿Aprendizaje a lo Largo de la Vida para el Norte y Educación Primaria para el Sur?. Conferencia sobre Aprendizaje a lo Largo de la Vida “Global Perspectives in Education”, Pekín, China, 1-3 julio, 2001 (versión resumida).
▸ "Aprendizaje a lo largo de toda la vida: Un nuevo momento y una nueva oportunidad para el Aprendizaje y la Educación Básica de Adultos en el Sur". Estudio encargado por la ASDI (Agencia Sueca para la Cooperación Internacional), Estocolmo, 2002.
▸ Lifelong Learning in the South: Critical issues and opportunities for adult education. A study commissioned by Swedish Sida. Sida Studies No 11, Stockholm, 2004 (book, PDF)
▸ Justicia educativa y justicia económica: 12 tesis para el cambio educativo. Estudio continental encargado por el Movimiento Internacional 'Fe y Alegría'/ Entreculturas, Madrid, 2005. (libro para descargar)

▸ Literacy and Lifelong Learning: The Linkages. Conference at the 2006 Biennale of ADEA, Libreville, Gabon, March 27-31, 2006. El UIL-UNESCO afirma que ésta fue la primera vez que se vinculó alfabetización y ALTV.

▸ Ciudades educadoras y derecho al aprendizaje a lo largo de la vida. Entrevista con el periódico Ciutat.Edu, Simposio "Ciutat.edu: nuevos retos, nuevos compromisos", Barcelona, España, 9-11 octubre, 2006. Diputación de Barcelona, Área de Educación.

▸ Presentación del libro de Emilia Ferreiro “Alfabetización de niños y adultos: Textos escogidos”. CREFAL, México D.F., 28 febrero 2008.

▸ Niños que trabajan y estudian (Centro del Muchacho Trabajador, Ecuador)
Exposición en la Jornada Internacional "Una propuesta de desarrollo humano que nace desde la infancia trabajadora" organizada por el CMT, Quito, 17 octubre 2008.

▸ Social Education and Popular Education: A View from the South. Closing conference AIEJI XVII World Congress “The Social Educator in a Globalised World”, Copenhagen, Denmark, 4–7 May, 2009.

▸ De la alfabetización al aprendizaje a lo largo de la vida: Tendencias, temas y desafíos de la educación de personas jóvenes y adultas en América Latina y el Caribe. En 2009 preparé, a pedido del UIL-UNESCO, el informe regional para la VI Conferencia Internacional sobre Educación de Adultos - CONFINTEA VI, organizada por la UNESCO (Belém, Brasil, 1-4 diciembre 2009).

▸ From Literacy to Lifelong Learning: Trends, Issues and Challenges of Youth and Adult Education in Latin America and the Caribbean. Regional Report prepared for the Sixth International Conference on Adult Education - CONFINTEA VI, organized by UNESCO. Belém, Brazil, 1-4 December 2009. Report commissioned by UIL-UNESCO.
▸ De la alfabetización al aprendizaje a lo largo de la vida: Tendencias, temas y desafíos de la educación de personas jóvenes y adultas en América Latina y el Caribe. Informe Regional preparado para la VI Conferencia Internacional sobre Educación de Adultos - CONFINTEA VI, organizada por la UNESCO (Belém, Brasil, 1-4 diciembre 2009).

▸ Lifelong Learning: Moving Beyond 'Education for All'. Prepared as keynote speech, Shanghai “International Forum on Lifelong Learning”,  Shanghai World Expo 2010, 19-21 May 2010. UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy (CSEDS) and the Chinese National Commission for UNESCO.

▸ Lifelong Learning: Moving Beyond 'Education for All'. Keynote speech, Shanghai “International Forum on Lifelong Learning”,  Shanghai World Expo 2010, 19-21 May 2010. UNESCO, the Shanghai Municipal People’s Government, the Chinese Society of Educational Development Strategy (CSEDS) and the Chinese National Commission for UNESCO.

▸ On Learning Anytime, Anywhere. Presentation at the "Learning Anytime, Anywhere" session at the World Summit on Innovation in Education (WISE 2011), Doha, Qatar, 1-3 November, 2011.

▸ Youth & Adult Education and Lifelong Learning in Latin America and the Caribbean. Published in LLinE - Lifelong Learning in Europe, Vol. XXVI, No. 4, 2011.
▸ El enfoque de Aprendizaje a lo Largo de Toda la Vida: Implicaciones para la política educativa en América Latina y el Caribe. UNESCO, Documentos de Trabajo sobre Política Educativa, No. 8, París, 2020.
▸ The Lifelong Learning approach: Implications for education policy in Latin America and the Caribbean. UNESCO, Working Papers on Education Policy, No. 8, Paris, 2020.

Otros textos míos sobre ALV en este blog

▸ El derecho de niños y niñas a una educación básica
▸ El Ecuador y el Aprendizaje a lo Largo de la Vida

▸ Aprendizaje a lo largo de la vida no se refiere solo a adultos

▸ Tres maneras de entender "aprendizaje a lo largo de la vida"

▸ El Aprendizaje a lo Largo de la Vida no se limita al sistema escolar
▸ Lifelong Learning is not confined to the school system

▸ Formal, non-formal and informal learning
▸ Aprendizaje formal, no-formal e informal

▸ Saberes socialmente útiles

▸ Goal 4: Education - Sustainable Development Goals
▸ Objetivo 4: Educación - Objetivos de Desarrollo Sostenible

▸ On Innovation and Change in Education

▸ About "good practice" in international co-operation in education

▸ Child learning and adult learning revisited

▸ Educar a los niños o a los adultos: falso dilema

▸ Comunidad de Aprendizaje: Educación, territorio y aprendizaje comunitario
Sucesivas versiones presentadas en eventos nacionales e internacionales.

▸ Basic Learning Needs: Different Frameworks

▸ La biblioteca como núcleo de desarrollo comunitario (Una experiencia en Córdoba, Argentina)

▸ El barrio como espacio pedagógico: Una escuelita itinerante (Brasil)

▸ Children's rights: A community learning experience in Senegal

▸ PISA o PIAAC

▸ La educación de un niño empieza 20 años antes de su nacimiento

▸ The oldest and the youngest | Los más viejos y los más jóvenes

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