Visions and experiences to share

Educational Integration

"UNESCO views inclusion as 'a dynamic approach of responding positively to pupil diversity and
of seeing individual differences not as problems, but as opportunities for enriching learning'” (UNESCO, Guidelines for Inclusion: Ensuring Access to Education for All). Challenges in educational integration stem mainly from issues in teacher quality, curricula flexibility, and citizenship education, including the teaching of ethical values.

This document (Eng, Fr, Sp)provides a summary of the integration initiative and list other resources.

Inclusive education in Scandinavian countries (Eng, Fr, Sp)

Guatemala Secondary Educational Reform

Guatemala is advancing on having a common conceptual framework for Primary and Secondary Education based on the approach by competencies and within the framework of Education for All (EFA). They have defined 15 macro competencies common for both levels, and in the case of Secondary Education they are now in the process of conceptualizing and defining the competencies by areas of knowledge, components and grades. The syllabus is organized into seven areas of knowledge for both the Basic (grades 7-9) and Diversify Cycles (grades 10-12).

Guatemala está avanzando en tener un marco conceptual común para la Educación Primaria y Secundaria basado en el enfoque por competencias y dentro del marco de Educación para Todos (ETP). Ellos han definido 15 macro competencias comunes para ambos niveles y en el caso de la Educación Secundaria están en el proceso de conceptualizar y definir competencias por áreas de conocimiento, componentes y grados. El Pensum está organisado de acuerdo a siete áreas de conocimiento para los Ciclos Básico Medio (grados 7 al 9) y Diversificado (grados 10 al 12).

Information to share

Within the Community of Practice of the southern cone of Latin America, the School of Education of the University of San Andres is organizing a regional seminar label “Curriculum developments for the Basic Education in the southern cone of Latin America” (20-22 April, Buenos Aires). High-level educationalists and curriculum specialists from Argentina, Bolivia, Brazil, Chile, Paraguay and Uruguay will attend the seminar.

Within the Community of Practice of the Central America region, the Ministry of Education through its Technical Vice-Ministry (MINIEDUC) and the Educational and Cultural Council of Central America (CECC) are organizing a regional seminar (April 26-28, Guatemala City) aimed at constituting the Community of Practice, discuss the issues around the evaluation of competencies and explore the possibility of designing a curriculum resource pack based on the Asia-Pacific experience.

Documents to share

UNESCO documents

UNICEF/UNESCO report (in English) on children out of school: “One hundred and fifteen million primary school-age children are out of school according to a joint UNESCO Institute for Statistics (UIS) / UNICEF global estimate”. “This number equals 18% - or almost one in five - of the children worldwide in this age group”. “And many of the children who are in school may never complete their primary education or finish it without attaining even basic literacy skills”.


Document provided by the Section for Early Childhood and Inclusive Education, UNESCO
Issue No. 31 of the UNESCO Policy Brief on Early Childhood series entitled "Pre-Primary Education: The Valid Investment Option for EFA". The article is available in English, French and Spanish and can be downloaded from the links below:
English, French, Spanish

Previous publications of the Policy Brief series can also be accessed at UNESCO's web portal for Early Childhood

Childhood, Work and Education: five countries, five programs. Lessons learninged and shared questions for: Ecuador, Guatemala, Panama, Paraguay and Peru. UNESCO, Prelac, 2006 (Sp)

From Schooling Access to Learning Outcomes: An Unfinished Agenda An Evaluation of World Bank Support to Primary Education; The World Bank, 2006 (2.3 MB) .

Animate a Community of Practice in the context of an international organization (Fr).
Conceive and animate communities of practices (Fr)
Research-Action-Training: What questions should be asked? (Fr)

Other documents

The Information Network on Education in Europe (Eurydice) has published its last report in French and English titled respectively "L’enseignement d’une matière intégré à une langue étrangère (EMILE) à l’école en Europe" - "Content and Language Integrated Learning (CLIL) at School in Europe". In Eurydice web site you can consult the national reports as well the descriptive ones of the countries who have been studied.

Comparative report in: English, French

National reports in French or English

Newsletter Number 16 of the Network GTD-PREAL (Working Group about Teachers’ Professional Development in Latin America), focused on analyzing teachers training policies in an international comparative way (May 2006, in Spanish, provided by Denise Vaillant, Coordinator of the Network)

Newsletter Numéro 16 du Réseau GTD-PREAL (Groupe de travail pour le développement professionnel des enseignants en Amérique latine), centrée sur une analyse internationale et comparative des politiques en matière de formation des enseignants (Mai 2006, en espagnol, fournie par Denise Vaillant, Coordinatrice du Réseau)

Work group on Educational Professional Development in Latin America - Bulletin Number 14, March 2006, Analysis of the case of Finland (Sp).