EDUCATIONAL

THRUSTS OF
UNESCO

HERMES P. VARGAS
August 12, 2017
FOUR PILLARS OF EDUCATION

1. Learning to know: to provide the cognitive tools

required to better comprehend the world and its
complexities, and to provide an appropriate and
adequate foundation for future learning.

2. Learning to do: to provide the skills that would

enable individuals to effectively participate in the
global economy and society.
 FOUR PILLARS OF EDUCATION
3. Learning to be: to provide self analytical and social
skills to enable individuals to develop to their fullest
potential psycho-socially, affectively as well as
physically, for a all-round complete person.

4. Learning to live together: to expose individuals to

the values implicit within human rights, democratic
principles, intercultural understanding and respect and
peace at all levels of society and human relationships to
enable individuals and societies to live in peace and
harmony.
 EDUCATION FOR ALL
Education For All (EFA) is a global movement led by
UNESCO (United Nation Educational, Scientific and
CulturalOrganization), aiming to meet the learning needs of
all children, youth and adults by 2015.
UNESCO has been mandated to lead the movement and
coordinate the international efforts to reach Education for All.
Governments, development agencies, civil society, non-
government organizations and the media are but some of the
partners working toward reaching these goals.
The EFA goals also contribute to the global pursuit of the
eight Millennium Development Goals (MDGs), especially
MDG 2 on universal primary education and MDG 3 on gender
equality in education, by 2015.
WORLD EDUCATION FORUM
In 2000, ten years later, the international community met
again at the World Education Forum in Dakar, Senegal, an
event which drew 1100 participants. The forum took stock
of the fact that many countries were far from having reached
the goals established at the World Conference on
Education for All in 1990. The participants agreed on the
Dakar Framework for Action which re-affirmed their
commitment to achieving Education for All by the year 2015,
and identified six key measurable education goals which aim
to meet the learning needs of all children, youth and adults
by 2015. In addition, the forum reaffirmed UNESCOs role as
the lead organization with the overall responsibility of
coordinating other agencies and organizations in the
attempts to achieve these goals .
 WORLD EDUCATION FORUM
The six goals established in The Dakar Framework for
Action, Education for All: Meeting Our Collective
Commitments are:
Goal1:Expand early childhood care and education
Goal 2: Provide free and compulsory primary
education for all
Goal 3: Promote learning and life skills for young
people and adults
Goal4:Increase adult literacy by 50 percent
Goal5:Achieve gender parity by 2005, gender equality
by 2015
Goal6:Improve the quality of education
 EDUCATION FOR ALL
In order to evaluate each country's progress with regards to
the EFA's goals set in the Dakar Framework for Action, UNESCO
has developed the EducationforAllDevelopmentIndex (EDI).
The EDI measures four of the six EFA goals, selected on the
basis of data availability. Each of the four goals is evaluated
using a specific indicator, and each of those components is then
assigned an equal weight in the overall index.
The EDI value for a given country is thus the arithmetic mean
of the four indicators. Since they are all expressed as
percentages, the EDI value can vary from 0 to 100% or, when
expressed as a ratio, from 0 to 1. The higher the EDI value, the
closer the country is to achieving Education For All as a whole.
 EDUCATION FOR ALL
The four goals measured in the EDI and their corresponding
indicators are:
Goal2:Expand early childhood care and education - The indicator
selected to measure progress towards this goal is the total
primary net enrolment ratio (NER), which measures the
percentage of primary-school-age children who are enrolled in
either primary or secondary school. Its value varies from 0 to
100%. Therefore, a NER of 100% means that all eligible children
are enrolled in school.
Goal 4: Increase adult literacy by 50 percent - Although existing
data on literacy are not entirely satisfactory, the adult literacy
rate for those aged 15 and above is used here as a proxy to
measure progress.
 EDUCATION FOR ALL
Goal 5: Achieve gender parity by 2005, gender equality by 2015: The
indicator selected to measure progress towards this goal is the gender-
specific EFA index, the GEI, which is itself a simple average of the three
gender parity indexes (GPI) for primary education, secondary education and
adult literacy, with each being weighted equally. Therefore it encompasses
the two sub-goals of the original EFA goal: gender parity (achieving equal
participation of girls and boys in primary and secondary education) and
gender equality (ensuring that educational equality exists between boys and
girls) proxied by the GPI for adult literacy
Goal6:Improve the quality of education - The survival rate to Grade 5 was
selected for as being the best available proxy for assessing the quality
component of EDI, as comparable data are available for a large number of
countries.
The EFA Global Monitoring Report published annually by UNESCO tracks
progress on the six education goals. The 2015 review indicates that only a
third of countries reached all the goals with measurable targets.
 TheSustainableDevelopmentGoals:2015-2030

In September 2015, at the United Nations Sustainable Development

Summit, Member States formally adopted the2030 Agenda for Sustainable
Development in New York. The agenda contains 17 goals including a new
global education goal (SDG 4). SDG 4 is to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all and has
seven targets and three means of implementation. Countries adopted a set of
goals to end poverty, protect the planet, and ensure prosperity for all as
part of a new sustainable development agenda. Each goal has specific targets
to be achieved over the next 15 years.
This goal came about through an intensive consultative process led by
Member-States, but with broad participation from civil society, teachers,
unions, bilateral agencies, regional organizations, the private sector and
research institutes and foundations.
 Sustainable
Development Goal 4

LETUSWATCHTHIS!
 Sustainable Development Goal 4

Sustainable Development Goal 4 has 10

targets encompassing many different
aspects of education. There are seven
targets which are expected outcomes and
threetargetswhich are means of achieving
these targets.
Sustainable
Development Goal 4
SEVENTARGETS
4.1Universalprimaryandsecondaryeducation
By 2030, ensure that all girls and boys complete free,
equitable and quality primary and secondary
education leading to relevant and effective learning
outcomes

4.2 Early childhood development and universal

pre-primaryeducation
By 2030, ensure that all girls and boys have access
to quality early childhood development, care and
pre-primary education so that they are ready for
primary education
Sustainable
Development Goal 4

4.3 Equal access to technical/vocational and higher

education
By 2030, ensure equal access for all women and men
to affordable and quality technical, vocational and
tertiary education, including university

4.4Relevantskillsfordecentwork
By 2030, substantially increase the number of
youth and adults who have relevant skills,
including technical and vocational skills, for
employment, decent jobs and entrepreneurship
Sustainable
Development Goal 4

4.5GenderequalityandinclusionBy 2030, eliminate gender

disparities in education and ensure equal access to all levels
of education and vocational training for the vulnerable,
including persons with disabilities, indigenous peoples and
children in vulnerable situations

4.6Universalyouthliteracy
By 2030, ensure that all youth and a substantial proportion
of adults, both men and women, achieve literacy and
numeracy
Sustainable
Development Goal 4
4.7 Education for sustainable development
andglobalcitizenship
By 2030, ensure that all learners acquire the
knowledge and skills needed to promote
sustainable development, including, among
others, through education for sustainable
development and sustainable lifestyles, human
rights, gender equality, promotion of a culture
of peace and non-violence, global citizenship
and appreciation of cultural diversity and of
cultures contribution to sustainable
development
 Sustainable
Development Goal 4

THREEMEANSOFIMPLEMENTATION
4.aEffectivelearningenvironments
Build and upgrade education facilities that are child, disability
and gender sensitive and provide safe, non-violent, inclusive and
effective learning environments for all

4.bScholarships
By 2020, substantially expand globally the number of scholarships
available to developing countries, in particular least developed
countries, small island developing States and African countries, for
enrolment in higher education, including vocational training and
information and communications technology, technical,
engineering and scientific programs, in developed countries and
other developing countries
Sustainable
Development Goal 4

4.cTeachersandeducators
By 2030, substantially increase the supply of
qualified teachers, including
through international cooperation for
teacher training in developing countries,
especially least developed countries and
small island developing States
 WOMEN EDUCATION
Enrolment in primary education in developing countries has
reached 91 per cent but 57 million children remain out of school

More than half of children that have not enrolled in school live in
sub-Saharan Africa

An estimated 50 per cent of out-of-school children of primary

school age live in conflict-affected areas

103 million youth worldwide lack basic literacy skills, and more
than 60 per cent of them are women
WOMEN EDUCATION
WOMEN EDUCATION
WOMEN EDUCATION
WOMEN EDUCATION
LEVELS OF EXCLUSION AND
EFFECTS ON EDUCATION
 WOMEN EDUCATION

LET US WATCH THESE!

 PEACE EDUCATION
PEACE EDUCATION is the process of acquiring the values, the
knowledge and developing the attitudes, skills, and behaviors to
live in harmony with oneself, with others, and with the natural
environment.
There are numerous United Nations declarations on the
importance of peace education. Ban Ki Moon, U.N. Secretary
General, has dedicated the International Day of Peace in2013 to
peace education in an effort to refocus minds and financing on
the preeminence of peace education as the means to bring about
a culture of peace. Koichiro Matsuura, the immediate past
Director-General of UNESCO, has written of peace education as
being of "fundamental importance to the mission of UNESCO and
the United Nations".
 PEACE EDUCATION
JAMES PAGE suggests peace education be thought of
as "encouraging a commitment to peace as a settled
disposition and enhancing the confidence of the
individual as an individual agent of peace; as informing
the student on the consequences of war and social
injustice; as informing the student on the value of
peaceful and just social structures and working to uphold
or develop such social structures; as encouraging the
student to love the world and to imagine a peaceful
future; and as caring for the student and encouraging the
student to care for others"
 PEACE EDUCATION
JOHANGALTUNGsuggested in 1975 that no theory for
peace education existed and that there was clearly an
urgent need for such theory

JAMES PAGE has suggested that a rationale for peace

education might be located in virtue ethics,
consequentialist ethics, conservative political ethics,
aesthetic ethics and the ethics of care.
 PEACE EDUCATION
Since the early decades of the 20th century, peace
education programs around the world have
represented a spectrum of focal themes, including anti-
nuclearism, international understanding,
environmental responsibility, communication skills,
nonviolence, conflict resolution techniques, democracy,
human rights awareness, tolerance of diversity,
coexistence and gender equality, among others
 PEACE EDUCATION
Conflictresolutiontraining

Democracyeducation

Humanrightseducation

Worldviewtransformation
CONFLICTRESOLUTIONTRAINING
Peace education programs centered on conflict resolution
typically focus on the social-behavioral symptoms of conflict,
training individuals to resolve inter-personal disputes through
techniques of negotiation and (peer) mediation. Learning to
manage anger, fight fair and improve communication through
skills such as listening, turn-taking, identifying needs, and
separating facts from emotions, constitute the main elements of
these programs. Participants are also encouraged to take
responsibility for their actions and to brainstorm together on
compromises
In general, approaches of this type aim to alter beliefs,
attitudes, and behaviorsfrom negative to positive attitudes
toward conflict as a basis for preventing violence
 DEMOCRACYEDUCATION
Peace education programs centered on democracy education typically
focus on the political processes associated with conflict, and postulate that
with an increase in democratic participation the likelihood of societies
resolving conflict through violence and war decreases.
Approaches of this type train participants in the skills of critical thinking,
debate and coalition-building, and promote the values of freedom of speech,
individuality, tolerance of diversity, compromise and conscientious objection.
Their aim is to produce responsible citizens who will hold their governments
accountable to the standards of peace, primarily through adversarial processes.
Activities are structured to have students assume the role of the citizen that
chooses, makes decisions, takes positions, argues positions and respects the
opinions of others skills that a multi-party democracy are based upon. Based
on the assumption that democracy decreases the likelihood of violence and
war, it is assumed that these are the same skills necessary for creating a culture
of peace.
 HUMANRIGHTSEDUCATION
Peace education programs centered on raising awareness of
human rights typically focus at the levelofpoliciesthathumanity
oughttoadoptinordertomoveclosertoapeacefulglobal
community. The aim is to engender a commitment among
participants to a vision of structural peace in which all individual
members of the human race can exercise their personal freedoms
and be legally protected from violence, oppression and indignity.
Approaches of this type familiarize participants with the
international covenants and declarations of the United Nations
system; train students to recognize violations of the Universal
DeclarationofHumanRights; and promote tolerance, solidarity,
autonomy and self-affirmation at the individual and collective
levels.
Human rights education faces continual elaboration, a
significant theory-practice gap and frequent challenge as to its
validity.
 WORLDVIEWTRANSFORMATION
Some approaches to peace education start from insights
gleaned from psychology which recognize the developmental
nature of human psychosocial dispositions. Essentially, while
conflict-promoting attitudes and behaviors are characteristic
of earlier phases of human development, unity-promoting
attitudes and behaviors emerge in later phases of healthy
development. H.B. Danesh (2002a, 2002b, 2004, 2005, 2007,
2008a, 2008b) proposes an "Integrative Theory of Peace" in
which peace is understood as a psychosocial, political, moral
and spiritual reality. Peace education, he says, must focus on
the healthy development and maturation of human
consciousness through assisting people to examine and
transform their worldviews.
WORLDVIEWTRANSFORMATION
Worldviews are defined as the
subconscious lens (acquired through
cultural, family, historical, religious and
societal influences) through which people
perceive four key issues: 1) the nature of
reality, 2) human nature, 3) the purpose of
existence, 4) the principles governing
appropriate human relationships.
ContemporaryPeaceEducation:CriticalPeace
EducationandYogicPeaceEducation
Modern forms of peace education relate to new scholarly
explorations and applications of techniques used in peace
education internationally, in plural communities and with
individuals. Critical Peace Education (Bajaj 2008, 2015; Bajaj &
Hantzopoulos 2016; Trifonas & Wright 2013) is an emancipatory
pursuit that seeks to link education to the goals and foci of social
justice disrupting inequality through critical pedagogy (Freire
2003). Critical Peace Education addresses the critique that
peace education is Imperial and impository mimicking the
'interventionism' of Western peacebuilding by foregrounding
local practices and narratives into peace education (Salomon
2004; MacGinty & Richmond 2007).
 ContemporaryPeaceEducation:CriticalPeaceEducationandYogicPeaceEducation
The project of Critical Peace Education includes
conceiving of education as a space of transformation
where students and teachers become change agents
that recognize past and present experiences of inequity
and bias and where schools become strategic sites for
fostering emancipatory change. Where Critical Peace
Education is emancipatory, seeking to foster full
humanity in society for everyone, Yogic Peace
Education (Standish & Joyce 2017) in concerned with
transforming personal (as opposed to interpersonal,
structural or societal/cultural) violence.
ContemporaryPeaceEducation:CriticalPeace
EducationandYogicPeaceEducation
In Yogic Peace Education, techniques from Yogic
Science are utilized to alter the physical, mental and
spiritual instrument of humanity (the self) to address
violence that comes from within. Contemporary peace
educations (similar to all peace education) relate to
specific forms of violence (and their transformation)
and similar to teaching Human Rights and Conflict
Resolution in schools Critical Peace Education and
Yogic Peace Education are complementary curricula
that seek to foster positive peace and decrease
violence in society.