Dakar objectives 2015

Historically, the international involvement with Education For All (EFA) is only the result of a long process initiated by the international community and the governments in order to extend people´s rights to have access to education, to give a substantive content to it and to make it increasingly applicable. In that process, the notion of right to education itself has been changing from the idea of a compulsory education to a more ambitious and multidimensional one. (UNESCO and UNICEF, 2008)

UNESCO supervised the progress and accomplishment of those goals, at both global and local levels, by publishing every year the Global Monitoring Report (GMR) of EFA.

During UNESCO and the Regional Project for Education ministerial meeting, the situation in Latin America and the Caribbean and its repercussions after 2015 have been tackled – year of deadline for EFA. Eleven outstanding themes, outlining a general vision, form the educative agenda for the next decades. There are certainly themes in common with the EPT agenda, like the Early Childhood Care and Education (ECCE), Primary, Secondary, Higher, Technological and Intercultural Bilingual Education. Quality, in particular, is a major challenge in our region, defining teachers as top priority, as well as the achievements and guarantee of good school environments.

It is well known that a country´s education system quality depends on the quality of its teaching. The region, along with a specific group of countries, the technical-university secretary and international experts, built the Strategic Regional Project of Teaching Policies. As cluster office, the Montevideo office has put in place various mechanisms or patterns in order to support the national progress on the teaching issue in Argentina, Paraguay and Uruguay. Those programs encourage regional strategy from specific national realities in line with our responsibility.

As for the issue of teaching, the UNESCO Institute for Statistics and the Brookings Institution Education Center put available for us a global framework of learning fields. As we know, human right to education can´t materialize itself exclusively by being given access to an institution.

The estimation of the career paths and the results of the accomplishments in the region need better methodologies that could help with the improvement of teaching for teachers and students on a multidimensional level. This challenge is complex yet necessary to make progress in terms of educational quality among the countries, their differences and internal diversities, as well as in the region.

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