UNIVERSITY OF CASTILLA- LA MANCHA

Faculty of Education in Albacete

Subject: Education and Society
Lecturer: Antonio Cebrin Martnez and M del Carmen Snchez Prez
Academic year: 2015/2016

TOWARDS EDUCATION FOR ALL THROUGHOUT LIFE?

Conclusion and Recommendations UNESCO

Students: Mara Lizn, Andrea Martnez,

MDolores Ortega, Paola Garca,
Beniamin Letoswky
Grade of Primary Education in Albacete
2nd level group B

Towards lifelong education for all?

The right to education is one of the human rights proclaimed in the Universal
Declaration of Human Rights. Everyone has the right to education. Education shall be
free, at least in the elementary and fundamental stages. Elementary education shall be
compulsory. Technical and professional education shall be made generally available and
higher education shall be equally accessible to all on the basis of merit.

UNESCO is responsible for the monitoring and coordination with the other United
Nations institutions, agencies or programmes involved in this project. The international
community gathered at the World Education Forum in Dakar (2628 April 2000) and
set six basic goals:
The six Dakar goals are:
1. Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and 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
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 adult
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

Basic education for all

First priority: literacy (ability of 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.

The battle against illiteracy is absolutely vital and urgent.

School must welcome all those who need it, in all their diversity, and not exclude them.
However, the universal right to education and the involvement of the international
community to ensure its implementation are particularly jeopardized in practice when
children have special education needs, resulting for example from serious disabilities.

What kinds of basic knowledge?

What are the criteria that should underpin the definition of the minimum basic
knowledge that any individual should possess on leaving school?
In societies in which writing and counting are omnipresent and are indispensable both
for everyday life and also for the exercise of citizenship proficiency in reading,
writing and basic arithmetic remains the paramount purpose of basic education. Basic
education provides the foundations on which the house or structure of ones choosing
can be solidly built. Those foundations must be sturdy and broad enough to suport a
structure in progres without being subject to strict limits. Learning to learn remains the
best guarantee for students to be able to go on with their educational careers, whether in
formal or non-formal settings.
One of the skills needed for learning to learn is the ability to locate, classify and sort the
information that is now to be found everywhere, for instance (but not only) on the
internet.
Secondary education is the stage in which begins to make a differentiation in the
learning paths.

"Multi-purpose" model, a system with a unique way of learning until the end
of the secondary. Is the one that predominates in the world (especially in North
America, Asia and the Pacific, the Arab States and sub-Saharan Africa) problem:
risk of marginalizing those who do not adapt to it.

"Differential" model, system that offers a choice between a general branch

and another of a technological nature or professional (Central and Eastern
Europe). Problem: state students prematurely in branches that they are not really
into. However, in many developing countries a system with several distinct
sections would adapt better to the job opportunities.

Education for all throughout life. Continuous learning.

The idea for continued education was at first,following the implementation of

adult education, this, it is understood as an individual option for a social
promotion or a professional recycling. From the 70s lifelong education began to
be seen with a large vision.

Starts from the thinking that initial training is incomplete, and forms the basis
of a "know how to learn" which should reactivate continuously.

It constitutes one of the fundamental ways of persons construction.

It must be

conceive as a condition of development, understood as

adaptability and autonomy and as a means to ensure the use of the knowledge
and the circulation of it worldwide.

Lifelong education can offer a response to the instability of employment, that

had focus on economic and professional aspects of education throughout life,
leaving the dimension of personal development on the ground because it was
thought not to constitute an essential element.

It must develop its meaning in three levels. These levels are:

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.

Several times of education and learning can be determined in the life cycle.
1. Preschool education, which serves as effective initiation to further schooling and
improve the living conditions of socially vulnerable young children.
2. The second corresponds to the basic school education, compulsory rule.
3. The third is education and training after compulsory education, which are usually
taught in higher education.
4. The fourth corresponds to the "permanent training" that goes beyond the initial
education system.

The possibilities of access to this training are highly variable depending on

countries and regions.

We are still far away from a training throughout life.

In addition there is a fifth of learning. This time transcends professional life and
is characterized by the freedom that the individual has to devote himself to his
hobbies and social activities, without taking into account the labour requirements.

Attach greater importance to early childhood education

For a long time it has left in the hands of the families

Today still, the education of children three years depends on widely of

informal education.

At the international level, the attention paid to this stage of life has increased
considerably in recent years.

Care and early childhood education continues to be an area relatively new

learning, 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.

EDUCATION ENRICHMENT: REFORM OF INSTITUTIONS, TEACHER

TRAINING AND QUALITY EDUCATION. EDUCATION AND QUALITY
The universalization of education and the relevant provision of education are not
enough in itself to enssure the efficiency and success, since they also depend on the
quality. Some factors are:

The number of students per teacher, the training of teachers, the quality of
infrastructures, material available to students and teachers, etc.

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:

The little evolution of education systems to the new eras, the classical method
of teaching rather than innovate with new technologies, resources and
methodologies, etc.

For this reason, one of the solutions is the new focus of teachers towards students,
focusing education on them. On one hand, the teacher should be a guide in the learning
process of the child and not a figure of authority that imposes knowledge. On the other
hand, ICT can undertake an important role in passing a teaching based on standard
replies to another in search of problems and solutions.
Therefore, we can say that the main objective of these methods is to stimulate
motivation and imagination to create a true quality education.
"E LEARNING": NEW TECHNOLOGIES AND DISTANCE EDUCATION.
OVERCOME THE GEOGRAPHICAL BARRIER

This term is often used to call the distance learning (long 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.

It is true that in a long time, the "e-learning" announces radical changes in the rhythm of
learning. According to some experts, 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 is not enough to communicate to transmit or to obtain or
exchange information through a simple click with the mouse to gain knowledge and
share it. Therefore we will continue to ask different questions about the validity of the elearning: Do virtual communities can truly replace actual communities at all levels?
Distance and confidence can go together?...
CONCLUSION
The destiny of the societies of the 21st century will be the becoming knowledge
societies, transformed by technologies
There are two problems that may hamper the development of these societies:
The first is the risk of promoting a unique model based exclusively on the demands of
the knowledge economy.
Another obstacle that should be avoided is the tendency to fall into the technological
determinism when it comes to imagining the stages that lead to the development of
genuine knowledge societies.
Has the world with means enough to promote knowledge societies?
The means to achieve this recovery are yet to be defined, and that the cost of this
initiative is hardly measurable at the moment.
They would need between 15 and 35 million additional teachers, which means an
increase of budgetary expenditure. (gasto presupuestario)

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.
This issue is not only the problem of Governments, also includes civil society and the
private sector.
A possible solution for the developing countries would be to reduce military spending.
Recent years have been taken some policy initiatives and innovative modalities, which
include basic education, health policies and those related to the environment.
There are three pillars of knowledge societies, whether they are Governments,
governmental or non-governmental.
The fisrt pillar: a better valorization of knowledge to combat the cognitive gap.
All societies are depositaries of a rich and vast wealth of knowledge and turn in your
everyday existence to different levels and types of them, producing them and passing
them through a variety of media, practices and instruments. One of the main problems is
the preserve the capacities that already possess, because they are declining because of
one growing brain drain.
Now, many developing countries experience today difficulties to recognize the expertise
available, enhance them and put this potential at the service of development. Therefore,
it is important to:

First of all achieve every society to acquire full awareness of the wealth of
knowledge that is depositary.

Once recognized and analyzed more precisely, this heritage could better
exploit to get the maximum possible benefit of the multiple dynamics of
globalization.

It should also be to determine what are the weak points of each society,
particularly with regard to access to information and knowledge.

Based on this analysis, scientific and educational policies should be reoriented

in order to respond to the urgent needs of populations in areas such as
agriculture, management of water resources and the environment, health,
industry and services, with a view to strengthening human security.

This approach would make it possible to deal with in other international negotiations on
the liberalization of trade, as well as the development or poverty reduction strategies.

Second pillar: 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 cone-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.
Third pillar: better integration of knowledge policies
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".
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

Governments, the private sector and the social partners should explore the

possibility to establish gradually, over the course of the coming decades, a "temp credit"

of education which would give right to a certain number of years of education

the contribution of higher education schools for all

all these measures must benefit in priority to the poorest and most marginalized

populations,

access to education and the quality of this must be conceived as needs and rights,

interdependent and inseparable;

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.
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
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

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.
Questions:
1. Equality between the sexes and the empowerment of women should be part of
the constitutive principles of knowledge societies. T
2. 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 confusin
c) The main idea to promote all the childrens capacities.
QUESTIONS:
TRUE/FALSE
1. The right to education is one of the human rights proclaimed in the Universal
Declaration of Human Rights TRUE
2. In multi-purporse model there are several ways of learning until the end of
secondary. FALSE
3. Some factors of the quality of education are: The number of students per teacher
and the timeline. FALSE
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. TRUE
5. Equality between the sexes and the empowerment of women should be part of
the constitutive principles of knowledge societies. TRUE
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.

3. The E-learning is often called to:
a) Distance learning
b) Virtual universe
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
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 confusion
c) The main idea to promote all the childrens capacities.