» UNESCO reprints in Spanish an informative guide on lifelong learning for sustainable development
14.08.2018 - UNESCO Office in Santiago

UNESCO reprints in Spanish an informative guide on lifelong learning for sustainable development

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The handbook is designed for local and national government employees and people working with community learning centers. Its purpose is to contribute ideas on how to translate international commitments in specific practices and policies that are applicable to education for sustainable development.

August 14, 2018 – With the upcoming celebration of World Literacy Day (8 September), the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) has issued a Spanish edition of the guidebook Communities in Action: lifelong learning for sustainable development, which can be viewed here: Comunidades en Acción: aprendizaje a lo largo de toda la vida para el desarrollo sostenibleThe publication in this language is one more example of UNESCO’s commitment to education for young people and adults around the world, and to strengthening the skills, knowledge and values required to cope with constantly changing situations

The Spanish version of this document was prepared by the UNESCO Institute for Lifelong Learning (UIL) with support from OREALC/UNESCO Santiago. It is intended that it should contribute to the debate on lifelong learning, sustainable development and the role of communities to achieve pertinent and sustainable solutions over time.

The handbook is based on two milestones from the final year of the UN Decade of Education for Sustainable Development (2014): The Jakarta Declaration on fostering peaceful, just and inclusive societies through community learning centers (CLC), and the Okayama Commitment, with regard to promoting Education for Sustainable Development (ESD) beyond the decade. Both commitments reflect the practices of the CLCs, intended to establish a connection between schools, communities and societies, and to encourage learning and intergenerational participation so as to foster sustainable development.

The handbook reviews the concepts and regulatory frameworks that are a benchmark for ESD practices from a community approach. It also discloses brief case studies on a wide range of types of community-based practices and policies that cover good practices (Bangladesh, Ethiopia, India, Japan, Malaysia, Mali, Philippines and Slovenia) as well as public policies (Brazil, Indonesia, Japan and Namibia). The guide concludes with a summary of the six principles of action that characterize “good practice” for community-based ESD, as well as the support mechanisms that determine how national and local policymakers can actively underpin community organizations and community learning centers dedicated to promoting education for sustainable development.

“This document covers a wide range of learning activities that go beyond traditional education institutions and are developed by communities. Their aim is to equip people with the knowledge, skills and values that are relevant for sustainable development,” said Cecilia Barbieri, senior specialist at OREALC/UNESCO Santiago. Barbieri highlights the collaboration between the Regional Bureau for Education in Latin America and the Caribbean and the UNESCO Institute for Lifelong Learning (UIL) in the preparation of this version, which is key to moving forward on this subject that has been prioritized by the education ministries in Latin America and the Caribbean.

Henry Renna, technical assistant at OREALC/UNESCO Santiago on Lifelong Learning, who participated in the edition of the Spanish version, explained the need for education institutions to strengthen public education systems in a number of ways “including, under equal terms, the practices of self-education, collective learning and types of non-formal education undertaken by communities, associations and movements. Likewise, local capacities need to be socialized in order to develop these other educational types and new forms of learning at the community level, that go beyond the school boundaries. For Renna, “this document is another example of how urgent it is for a paradigmatic change if we wish to move forward in designing more equitable, inclusive education systems that acknowledge the many forms of being, living and learning in today’s societies”.

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