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Más allá de 2015: la educación que queremos
出版地 | 出版年份 | 页数: 
Paris; New York | 2014 | 6p
联合作者: 
UNESCO; UNICEF
地区: 
全球范围

The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment.

资源类型: 
相关政策战略材料
主题: 
国际间相互理解/全球化/国际教育/相互依赖
和平/和平文化
可持续发展/可持续性/环境
改革倡议/教学法转型

关键词

universal education; educational development; educational indicators; educational objectives
transformative initiatives; holistic; peace; culture of peace; international understanding; international education; sustainable development; sustainability; environmental education; globalization; interdependence; global citizenship education; transformative initiatives; transformative pedagogies