Educación de Personas Jóvenes y Adultas: resolución aprobada


La educación que se aprobó en la 4ta Asamblea de la Campaña Mundial por la Educación, como señala Yadira Rocha, no es cualquier educación para personas jóvenes y adultas, es educación popular; escuchemos aquí en reportaje de María Cianci, para ALER.

 

 

Lea, a continuación, la resolución 2 en su versión final (en inglés):

Resolution 2 – Youth and adult education, life skills and popular education, towards social transformation

GCE recognizes:

1. There is an urgent need to promote the importance of popular education as an ethical, political and educative option to improve the learning linked to social transformation perspectives.

2. The evaluation of CONFINTEA VI indicates that in many countries attention to quality doesn’t exist for young and adult education and in others still exist inadequate integral policies; insufficient financing, weak policies for young and adult women, persisting inequality between the urban and the rural, and no attention to lifelong learning is given while weak educational approaches are observed.

3. Youth situation is critical as unemployment rate is higher than ever before, standing at 13 percent globally at the end of 2009, equivalent to 81 million young people; students graduating from primary school are having little opportunities as the higher education provisions are not expanding proportionately, leading to frustration and disillusionment; technical and vocational  education and training (TVET) and life skills especially for young people still remains an area in the  blind spot of policy priorities, as the goal related to life skills of youth and adults (Goal 3) in EFA  suffers from problems of definition and lack of data; TVET is not considered as essential for  promoting and supporting social and economic development, investing on human resource for  employment at both local and international market. It has an important role in addressing issues on poverty and inequality, gender disparity, food crisis, and environmental degradation, and TVET  should not be used as “second class” education for the poor but rather as an option for educational  and skills advancement for all.

4. Youth and adult education are essential for the achievement of MDGs and national development  goals, different evaluations show that there is not enough collaboration between the government  and civil society; and there is no common understanding on how to respond to poverty, and  address the global food, fuel, environment and financial crises. The silent violence of economic and  social and cultural inequality is intolerable; equal opportunities should be a central concern in the  reorientation of adult learning an education including youth education.

Realizing the need for urgent attention to youth and adult education and life skills especially for the  youth, GCE calls:

1. For acknowledging the contribution of popular education to youth and adult education by virtue of:

1) Providing youth and adult education with a “political and ethical intent” that comprises the emancipatory and critical tradition of Latin America and other regions across the world;

2)  Promoting horizontal relationships and values such as solidarity, justice, equality and transparency,  and developing human, technical and political capacities to contribute to the construction of just  societies, in sustainable environments;

3) Positioning the cultural dialogue as a pedagogical  proposal  that acknowledges, values and promotes learning, culture, stories from young people and  adults, and links them to the academic knowledge;

4) Proposing the systematization of experiences as a form of investigation that is interpretative and critical, oriented to the promotion, qualification  and reorientation of youth and adult education experiences.

2. For enforcing  lifelong learning and continuing education because it is a continuous action and there  is concurrence between study and work. This requires an “unschooling” vision of youth and adult  education, highlighting its community dimension.

3. For the recognition of importance of the diverse learning practices, in different spaces and aspects  of a person’s life and from different practices. Considering that the world context has alienated the  field of work, it is necessary to develop new categories and alternatives, such as, for example:  education for productivity and solidarity economy. The impact of great internal and external  migrations must be considered as well.

4. For international donors to secure allocation from their ODA commitments to youth and adult education, TVET and life skills programs, increasing more grants than loans.

  • Regional cooperations (e.g. ASEAN, SAARC) to promote South‐South cooperation in skills development and to create a space for sharing and learning best practices.
  • The ASEAN to implement its 10‐Point Agenda on Education to Reach the Unreached

5. Taking into account that the number of illiterate  youth grows by an estimated 2 million/year in Africa, TVET needs to be designed and implemented in combination with adequate literacy training so as to constitute a comprehensive educational option.

6. For education coalitions to

  • carry out advocacy with the governments and donors to prioritize EFA Goal 3.
  • lobby with the governments to include civil society participation in youth and adult  education, TVET and life skills program and policy processes.
  • facilitate continued discourses among stakeholders, especially with the youth,  crystallizing ideas on how youth and adult education, TVET and life skills can be best  practiced and contextualized in dynamic societies.
  • monitor that youth and adult education, TVET and life skills are not promoted at the  expense of basic education, or to promote privatization of education provisions.
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