Context. International Conference on Education 2001. IBE

ICE Menu	FORTY-SIXTH SESSION OF THE INTERNATIONAL CONFERENCE ON EDUCATION "Education for all for learning to live together": contents and learning strategies - problems and solutions **Geneva, 5-8 September 2001**	Netforum
What is the ICE?		Project BRIDGE
Background information		Parallel events & Presse releases
Working Documents		National Reports
Final report & Conclusions		Messages of ministers of education

Background information

General introduction

Institutional framework

Context

Context

Education remains everywhere an unfinished and on-going enterprise, where successes exist side-by-side with failures and shortcomings. This was clearly evident at the Dakar Forum that, moreover, made this realization into a sort of leitmotif: ‘even though a great deal of progress has been made towards achieving EFA, much remains to be done’.

Ten observations and considerations

1.	Globalization, of which a world-wide economic market is the most obvious symbol, has had a powerful impact on both developed and developing countries.
2.	Globalization, in principle a synonym of openness, could present the world with the threat of cultural uniformity.
3.	Quantitatively, democracy has made enormous advances over recent decades.
4.	But, advances in democracy have not always resulted in establishing or in maintaining peace either.
5.	The rapid development of ICTs over the last few years also presents education with new and extremely complex problems.
6.	Science in general— and the life sciences in particular— are evolving extremely rapidly.
7.	Quantitatively, schooling has progressed.
8.	In some countries and regions, progress has been achieved in reducing inequality.
9.	On the financial level, countries are investing more in education than in the past.
10.	Despite progress achieved and the investments agreed to, the matter of educational quality and the relevance of learning remains a matter of concern in all parts of the world.

Intensifying the dialogue and renewing our approach

To confront these realities and these burning questions for the future of humanity, education is directly involved since it can and must ‘make a difference’. It is possible to improve its quality if we tackle in an energetic and rapid manner the true causes of its malfunctions and of its inadequacies. We are already quite familiar with a certain number of modifications or even changes of course that are required, as well as on the controls that must be activated. We must reflect further and, above all, take action on the key elements that determine or have an influence upon quality.

Among these, improving teachers’ competence and their working conditions no doubt come first. But this will have no beneficial effect if we do not carry out a thorough reform of the contents, curricula, methods, structures and means of teaching. And if we advance on the level of policy dialogue towards a better linkage between education and development policies and better teaching, we will also advance step by step towards identifying resources.

Numerous experiences - both successes and failures - exist in the world. Let us collect them, analyse them, discuss them, in order that they can feed our reflection and action, and so that they can renew the content and methods of dialogue, both at the political level and at the level of schools, teachers and society; this is the role and ambition of UNESCO and the IBE. Let us bring them on to the international scene in order to share them and to take advantage of them: this is the fundamental vocation of the forty-sixth session of the ICE. There does indeed exist an international responsibility to improve the quality of education in the world.

It is in this way that we expect to respond to the requirements of this new twenty-first century, to the needs expressed by States and to the message of Mr Koïchiro Matsuura, Director-General of UNESCO, following the Dakar Forum: ‘Obviously, it is not a message of satisfaction. On the contrary, it is a call to arms and an invitation to act in an urgent and efficient manner.’

Ten observations and considerations

1. Globalization, of which a world-wide economic market is the most obvious symbol, has had a powerful impact on both developed and developing countries. But reality has shown us repeatedly that a true debate and dialogue on these matters is extremely difficult and often ends up in confrontation. Some point out the potentially positive effects of globalization: access to all markets without frontiers, an increase in trade, an increase in capital, etc. Others stress the accompanying risks: collapse of markets, the dominance of the economic over the political, widening of the breach between rich and poor, replacement of a ‘market economy’ by a ‘markets society’, weakening of the regulatory role of the State in the area of public policies (education, social, health, etc.).

2. Globalization, in principle a synonym of openness, could present the world with the threat of cultural uniformity, which would threaten the diversity of cultures or would drive people, according to some studies, to affirm their identity and their nationality, with the inevitable intolerance and rejection of other cultures. The same is true of languages, of whose importance we are aware in the creation and expression of an individual’s cultural identity and its value as a tool for communication; numerous studies have shown that there is a positive correlation between spoken language/teaching language and success at school. Finally, we are aware of the important role that language and an awareness of other languages could play in the fields of international understanding, dialogue and learning ‘to live together better’.

3.
Quantitatively, democracy has made enormous advances over recent decades. "The number of States whose leaders have been elected according to the party system and multiple candidatures has increased from 22 in 1950 to 119 in 2000."⁽¹⁾ Significant progress has been recorded in several countries and regions in terms of equity and quality, thanks to the greater involvement of communities and citizens in the educational process. But, in numerous places, democracy has not always resulted in a better quality of education, in greater social solidarity and in ‘living together better’; education has suffered too, since there is often a close connection between school breakdown and social breakdown.

4.
But, advances in democracy have not always resulted in establishing or in maintaining peace either. Over recent years, many countries on all continents have been the victims of vicious civil wars, ethnic conflict, racism, xenophobia and violence. There is a further cause for concern: a high level of schooling among the population has not contributed to avoiding these disasters. "The Institute for Research on Peace of Oslo (IRPO), which surveys conflicts, has shown that the 1990s witnessed numerous armed conflicts (ninety-eight between January 1990 and December 1996) and that these were mainly civil wars, and not wars between States". According to IRPO, typically a certain number of elements were always present, such as: poverty, soil impoverishment, lack of access to fresh water, a high population density, a heavy external debt, a decline in export revenues, etc.⁽²⁾It therefore seems that the poorest countries are also the most vulnerable. But reality also shows us that conflicts and open warfare also exist in economically advanced regions or countries possessing a free democratic system.

5.
The rapid development of ICTs over the last few years (Internet and multimedia did not figure in the Jomtien discussions just ten years ago!) also presents education with new and extremely complex problems. ICTs could represent an enormous potential to improve access to education and enrich its quality: overcoming geographical distance, providing self-education, teacher training, access to all kinds of information on a planetary scale. Increasingly, these technologies appear to be a necessity in the context of societies where rapid changes, the growth of knowledge and the requirement of a high level of education constantly brought up to date become a constant obligation. But the ICTs widen the gap between those who already have access to education and those who do not. ‘In poor countries, and in the present circumstances, these technologies may not be available; but paradoxically, the new reality for these countries is that they cannot allow themselves not to be full-time users!’ (3)

6.
Science in general— and the life sciences in particular— are evolving extremely rapidly. To be ‘scientifically literate’ has become an absolute necessity in our day and age, not only to acquire working methods and to develop one’s thinking, but particularly to understand and to master the world around us. Furthermore, scientific progress has an increasingly evident ethical dimension and often presents society with a choice, on which the citizens are required to pronounce. There are already some interesting initiatives designed to ‘bring science into the city’ and to close the gap between the scientific world and that of citizens. In fact, it would seem that a scientific education, encouraging critical and enlightened choices, should form an essential element of authentic education for citizenship for the twenty-first century.

7.
Quantitatively, schooling has progressed. The number of out-of-school children has indeed gone down, dropping from 127 millions in 1990 to 113 millions in 1998. However, if progress has been marked in some countries and some regions, in others, on the other hand, population growth, together with complex socio-economic and educational factors, has worked against greater access. Above all, as the Dakar Forum reminded us, the principal victims are girls and women. By way of example, of the 113 million children who do not go to school, two-thirds are girls.

8.
In some countries and regions, progress has been achieved in reducing inequality (between sexes, in health, among ethnic groups, etc.). But important imbalances still exist; in the first instance, they affect poor and isolated communities or ethnic minorities. Furthermore, ‘new inequalities’ have appeared, even in countries that are not considered as poor.

9.
On the financial level, countries are investing more in education than in the past, even if, in some States, the reduction of GNP, combined with other structural or situational factors, and the establishment of other political priorities, has completely wiped out any efforts to increase the share awarded to education. Several countries have adopted new frameworks for political and legislative action, and have supported them with supplementary financing and resources. Some countries, even poor ones, have made considerable progress by making the best possible use of the financial resources available or by channelling resources arising from debt cancellation towards education. Despite all these efforts, the resources continue to be inadequate in most cases.

10.
Despite progress achieved and the investments agreed to, the matter of education quality and the relevance of learning remains a matter of concern in all parts of the world. We have become particularly aware of the fact that alone better access to education without better quality teaching leads to a ‘dead end’. School failure and drop-out, a high level of repeating, inadequate methods and structures, too few, ill-trained or untrained teachers working in poorly equipped conditions, the lack of textbook and educational supplies, the absence of or inadequate attempts at serious evaluation of learning outcomes, inefficient management, etc. These represent determining factors in the mediocre quality of education in numerous countries.

^1. World Forum on Education, Final report, Paris, UNESCO, 2000, p. 32.
^2.Susan George, Le rapport Lugano, Paris, Ed. Fayard, 2000, p. 171–72. The quotations in italics are drawn from: Institute for Research of Oslo, Causes and dynamics of conflict escalation, Report of a research project, June 1997; see also: The state of war and peace atlas, New York; Harmondsworth, UK,Penguin, 1997.
^3. World Forum on Education, Final report, Paris, UNESCO, 2000, p. 17.

[ICE Menu -

- Contact us]

Last update: 31-07-2002

1.	Globalization, of which a world-wide economic market is the most obvious symbol, has had a powerful impact on both developed and developing countries. But reality has shown us repeatedly that a true debate and dialogue on these matters is extremely difficult and often ends up in confrontation. Some point out the potentially positive effects of globalization: access to all markets without frontiers, an increase in trade, an increase in capital, etc. Others stress the accompanying risks: collapse of markets, the dominance of the economic over the political, widening of the breach between rich and poor, replacement of a ‘market economy’ by a ‘markets society’, weakening of the regulatory role of the State in the area of public policies (education, social, health, etc.).

2.	Globalization, in principle a synonym of openness, could present the world with the threat of cultural uniformity, which would threaten the diversity of cultures or would drive people, according to some studies, to affirm their identity and their nationality, with the inevitable intolerance and rejection of other cultures. The same is true of languages, of whose importance we are aware in the creation and expression of an individual’s cultural identity and its value as a tool for communication; numerous studies have shown that there is a positive correlation between spoken language/teaching language and success at school. Finally, we are aware of the important role that language and an awareness of other languages could play in the fields of international understanding, dialogue and learning ‘to live together better’.

3.	Quantitatively, democracy has made enormous advances over recent decades. "The number of States whose leaders have been elected according to the party system and multiple candidatures has increased from 22 in 1950 to 119 in 2000."⁽¹⁾ Significant progress has been recorded in several countries and regions in terms of equity and quality, thanks to the greater involvement of communities and citizens in the educational process. But, in numerous places, democracy has not always resulted in a better quality of education, in greater social solidarity and in ‘living together better’; education has suffered too, since there is often a close connection between school breakdown and social breakdown.

4.	But, advances in democracy have not always resulted in establishing or in maintaining peace either. Over recent years, many countries on all continents have been the victims of vicious civil wars, ethnic conflict, racism, xenophobia and violence. There is a further cause for concern: a high level of schooling among the population has not contributed to avoiding these disasters. "The Institute for Research on Peace of Oslo (IRPO), which surveys conflicts, has shown that the 1990s witnessed numerous armed conflicts (ninety-eight between January 1990 and December 1996) and that these were mainly civil wars, and not wars between States". According to IRPO, typically a certain number of elements were always present, such as: poverty, soil impoverishment, lack of access to fresh water, a high population density, a heavy external debt, a decline in export revenues, etc.⁽²⁾It therefore seems that the poorest countries are also the most vulnerable. But reality also shows us that conflicts and open warfare also exist in economically advanced regions or countries possessing a free democratic system.

5.	The rapid development of ICTs over the last few years (Internet and multimedia did not figure in the Jomtien discussions just ten years ago!) also presents education with new and extremely complex problems. ICTs could represent an enormous potential to improve access to education and enrich its quality: overcoming geographical distance, providing self-education, teacher training, access to all kinds of information on a planetary scale. Increasingly, these technologies appear to be a necessity in the context of societies where rapid changes, the growth of knowledge and the requirement of a high level of education constantly brought up to date become a constant obligation. But the ICTs widen the gap between those who already have access to education and those who do not. ‘In poor countries, and in the present circumstances, these technologies may not be available; but paradoxically, the new reality for these countries is that they cannot allow themselves not to be full-time users!’ (3)

6.	Science in general— and the life sciences in particular— are evolving extremely rapidly. To be ‘scientifically literate’ has become an absolute necessity in our day and age, not only to acquire working methods and to develop one’s thinking, but particularly to understand and to master the world around us. Furthermore, scientific progress has an increasingly evident ethical dimension and often presents society with a choice, on which the citizens are required to pronounce. There are already some interesting initiatives designed to ‘bring science into the city’ and to close the gap between the scientific world and that of citizens. In fact, it would seem that a scientific education, encouraging critical and enlightened choices, should form an essential element of authentic education for citizenship for the twenty-first century.

7.	Quantitatively, schooling has progressed. The number of out-of-school children has indeed gone down, dropping from 127 millions in 1990 to 113 millions in 1998. However, if progress has been marked in some countries and some regions, in others, on the other hand, population growth, together with complex socio-economic and educational factors, has worked against greater access. Above all, as the Dakar Forum reminded us, the principal victims are girls and women. By way of example, of the 113 million children who do not go to school, two-thirds are girls.

8.	In some countries and regions, progress has been achieved in reducing inequality (between sexes, in health, among ethnic groups, etc.). But important imbalances still exist; in the first instance, they affect poor and isolated communities or ethnic minorities. Furthermore, ‘new inequalities’ have appeared, even in countries that are not considered as poor.

9.	On the financial level, countries are investing more in education than in the past, even if, in some States, the reduction of GNP, combined with other structural or situational factors, and the establishment of other political priorities, has completely wiped out any efforts to increase the share awarded to education. Several countries have adopted new frameworks for political and legislative action, and have supported them with supplementary financing and resources. Some countries, even poor ones, have made considerable progress by making the best possible use of the financial resources available or by channelling resources arising from debt cancellation towards education. Despite all these efforts, the resources continue to be inadequate in most cases.

10.	Despite progress achieved and the investments agreed to, the matter of education quality and the relevance of learning remains a matter of concern in all parts of the world. We have become particularly aware of the fact that alone better access to education without better quality teaching leads to a ‘dead end’. School failure and drop-out, a high level of repeating, inadequate methods and structures, too few, ill-trained or untrained teachers working in poorly equipped conditions, the lack of textbook and educational supplies, the absence of or inadequate attempts at serious evaluation of learning outcomes, inefficient management, etc. These represent determining factors in the mediocre quality of education in numerous countries.