Executive Board
201 EX/19
Part I
Two hundred and first session
PARIS, 1 March 2017
Original: English/French
Item 19 of the provisional agenda
IMPLEMENTATION OF STANDARD-SETTING INSTRUMENTS
PART I
GENERAL MONITORING
SUMMARY
Pursuant to 200 EX/Decision 16.I, this document contains
an overall report on the conventions and recommendations
of UNESCO that the Committee on Conventions and
Recommendations (CR) is required to monitor and an
analysis of specific measures adopted by the Secretariat
within the framework of the monitoring of the
implementation of standard-setting instruments and the
difficulties encountered for each of the instruments.
This item has no financial or administrative implications.
Action expected of the Executive Board: Proposed decision
in paragraph 68.
1.
By means of 200 EX/Decision 16.I, the Executive Board requested the Director-General to
ensure the implementation of the legal framework for the implementation of the conventions and
recommendations the CR Committee is required to monitor, as approved by the Board at its 177th
session (177 EX/Decision 35.I and II) and amended at its 196th session (196 EX/Decision 20).
2.
This document therefore contains, following a brief report on the status of ratification of the
conventions (and the 1962 Protocol), an assessment of the measures taken by the Secretariat for
the implementation of that framework and an analysis of specific measures adopted by the
Secretariat as part of the monitoring of the implementation of standard-setting instruments and any
difficulties encountered for each of those standard-setting instruments.
201 EX/19 Part I – page 2
Status of ratification of the 1960 and 1989 Conventions
3.
As at 1 January 2017, the 1960 Convention against Discrimination in Education had been
ratified by 101 States and 17 States had ratified the 1989 Convention on Technical and Vocational
Education. In comparison with the document submitted at the 200th session of the Board, no new
States have ratified these conventions.
4.
The table below shows the number of ratifications per UNESCO electoral group for the two
conventions, together with the percentage of ratifications of those instruments within each of the
six electoral groups. A full list of States Parties and non-Parties per electoral group has been
posted on the webpage devoted to CR activities on the UNESCO website. 1
Number of ratifications per electoral group
(percentage of ratifications within each electoral group)
Conventions
Group I
Group II
Group III
Group IV
Group V(a)
Group V(b)
1960
Convention 2
16
(59.26%)
22
(88%)
19
(57.58%)
12
(27.27%)
22
(46.81%)
10
(52.63%)
1989
Convention
0
(0%)
3
(12%)
0
(0%)
3
(6.81%)
5
(10.64%)
6
(31.58%)
Analysis of the specific measures adopted by the Secretariat within the framework of the
monitoring of the implementation of standard-setting instruments and the difficulties
encountered for each of the instruments
5.
The information contained in paragraphs 6 to 67 below, was provided by the programme
sectors concerned and by the UNESCO Institute for Statistics. The contributions have been posted
online, in full, on the UNESCO website page on the activities of the CR Committee.
• 1960 Convention against Discrimination in Education (ED)
6.
During the reporting period, UNESCO pursued its efforts towards strengthening support to
Member States to deepen the foundation of the right to education in national systems through an
enhanced monitoring and promotion. This was carried out by way of various actions conducted in
an effort to align Sustainable Development Goal 4 (SDG 4) – Education 2030 with state legal
obligations and in accordance with the Strategy to improve visibility, ratification, implementation,
monitoring and cooperation of education-related standard-setting instruments (hereafter “the
Strategy”).
7.
After the launching of the 9th Consultation on the implementation of the 1960 Convention on
the basis of reporting guidelines approved in 2015 by the Executive Board at its 197th session,
accompanied by series of communication material and the development of an online platform for
reporting, work on the preparation of national reports has been carried out by national authorities,
often with the participation of Field Offices. Non-governmental organizations were also mobilised
1
2
http://portal.unesco.org/en/ev.php-URL_ID=49363&URL_DO=DO_TOPIC&URL_SECTION=201.html
The 1962 Protocol instituting a Conciliation and Good Offices Commission to be Responsible for seeking the
Settlement of any Disputes which may arise between States Parties to the Convention against Discrimination in
Education has been ratified by 34 States, distributed by electoral group as follows: Group I: 12 (44.44%); Group II:
0 (0%); Group III: 7 (21.21%); Group IV: 4 (9.09%); Group V(a): 7 (14.89%); Group V(b): 4 (21.05%). In
February 2017, the Secretariat called for nominations from States Parties to the Protocol for the election of the
members of the Commission at the 39th session of the General Conference. To date, the Commission has never
been called upon to use its good offices or exercise its conciliatory functions. For more information on the
Commission:
http://portal.unesco.org/en/ev.php-URL_ID=23762&URL_DO=DO_TOPIC&URL_SECTION=201.html.
201 EX/19 Part I – page 3
and encouraged to participate on the Consultation through way of working with national authorities.
The deadline for reports submissions was initially set on 30 June 2016, but extended until
30 November 2016. Generally, comprehensive, relevant and good quality reports were received.
The Secretariat has started the analytical work for the preparation the global report highlighting the
results of the Consultation and measures taken with a view to achieving the right to education in
the context of the 2030 Agenda for Sustainable Development. As at 30 January 2017, 66 Members
States 3 had submitted their report, which represents an increase in State reporting of some 12% in
comparison with the 8th Consultation (2011-2013) and of more than 20% in comparison with the
7th Consultation (2006-2007). The majority of Member States who have reported are States
Parties to the Convention.
8.
After the Second Compendium on practical and notable examples of measures adopted by
Member States in implementing the right to education was published in English, 4 widely
disseminated and reprinted to meet demand, steps have been taken towards the preparation of the
French version.
9.
Work on maintaining and updating the global database on the right to education continued
through almost 45 country profiles entirely or partially reviewed. In line with the roadmap on the
Strategy’s implementation, an action plan has been developed to upgrade the database to a global
observatory on the right to education in the context of SDG 4.
10. In terms of review of national legal framework and with a view to assisting Member States in
strengthening the right to education in national legal systems, ten background country reports on
national legal frameworks have been developed within the framework of the Capacity Development
for Education 2030 Programme (CapED) pilot on integrating SDG 4 in national strategies. As part
of the pilot, a review of national frameworks relating to SDG 4 Targets 4.1, 4.2 and 4.5 was carried
out adopting a rights-based approach and focusing on a series of key priority issues. The focus on
these three targets is explained by the fact that they have most direct implications in terms of legal
action. This is part of a global approach aiming at integrating the right to education in the sectorwide policy reviews as foreseen in the Strategy. Besides, in line with the Strategy, a strengthened
approach was adopted in terms of reporting, including streamlined participation in the work of
human rights bodies (universal periodical reviews, work of the Special Rapporteur on the right to
education, etc.). As regards specifically the Strategy, UNESCO started implementing and unfolding
its components while deploying efforts for resource mobilisation.
11. Regarding the research component and knowledge-production, research-based and
analytical work on the protection of the refugees’ right to education was carried out as part of a
global initiative launched in 2016 aimed at providing refugees the full benefit of their right to access
education and training, as well as their right to the recognition of their individual skills and
qualifications for employment of further learning. The Education Sector-wide activity is expected to
focus on four key areas: knowledge-sharing, normative action, specific and innovative actions for
sustainable and quality assured long-term solutions, and mobilizing networks and partnerships. As
3
4
Group I – Member States having submitted their reports (13 out of 27 = 48.15%): Canada, Denmark, France,
Germany, Ireland, Malta, Monaco, Netherlands, Norway, Portugal, Spain, Sweden and Turkey
Group II – Member States having submitted their reports (17 out of 25 = 68%): Armenia, Bosnia and Herzegovina,
Bulgaria, Croatia, Czech Republic, Estonia, Georgia, Hungary, Latvia, Poland, Republic of Moldova, Romania,
Russian Federation, Serbia, Slovakia, The former Yugoslav Republic of Macedonia and Uzbekistan
Group III – Member States having submitted their reports (13 out of 33 = 39,39%): Argentina, Bolivia
(Plurinational State of), Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Guatemala, Haiti, Honduras, Mexico
and Venezuela (Bolivarian Republic of)
Group IV – Member States having submitted their reports (10 out of 44 = 22.73%): Afghanistan, Australia,
Bangladesh), Cook Islands, Iran (Islamic Republic of), Japan, Mongolia, New Zealand, Pakistan and
Turkmenistan
Group V(a) – Member States having submitted their reports (8 out of 47 = 17.02%): Burkina Faso, Côte d’Ivoire,
Democratic Republic of the Congo, Gambia, Niger, South Africa, United Republic of Tanzania and Zambia
Group V(b) – Member States having submitted their reports (5 out of 19 = 26.32%): Egypt, Iraq, Kuwait, Qatar
and Tunisia
http://unesdoc.unesco.org/images/0024/002451/245196e.pdf
201 EX/19 Part I – page 4
a first component of this activity, a document on the right to education of refugees was developed.
Work on the impact of privatisation also continued.
12. As a follow-up to the ratification campaign, mobilization took place in order to prepare
ratifications plans regarding the 1960 Convention. Field offices were strongly encouraged to work
closely with national authorities in order to accelerate the ratification process based on material
shared. According to updated information received, about 20 Member States have started the
ratification process or are initiating steps towards joining the Convention (and two countries have
expressed their wish to not ratify the Convention).
13. Finally, in line with the Strategy and in order to implement 200 EX/Decision 16.I, discussions
with the Committee on Economic, Social and Cultural Rights (CESCR) have taken place to explore
ways of renewing cooperation with the CR Committee. In this regard, a joint proposal is currently
being prepared.
• 1989 Convention on Technical and Vocational Education (ED)
14. The 1989 Convention on Technical and Vocational Education and the 2015
Recommendation concerning Technical and Vocational Education and Training (TVET) will be
monitored jointly (see also paragraphs 55 and 58 below).
• 1960 Recommendation against Discrimination in Education (ED)
15.
(See above paragraphs 6 to 13).
• 1966 Recommendation concerning the Status of Teachers and 1997 Recommendation
concerning the Status of Higher-Education Teaching Personnel (ED)
16. UNESCO is pursuing the implementation of the report of the 12th session of the Joint
ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning
Teaching Personnel (CEART).
17. On the wider dissemination of the Recommendations for use by Member States, UNESCO,
in close collaboration with ILO, and in partnership with Education International and the International
Task Force on Teachers, marked the 50th anniversary of the adoption of the 1966
Recommendation on World Teachers’ Day 2016 (5 October). A mobile poster exhibition
highlighting major progresses in teacher development in over 40 countries from all geographic
regions was developed. The exhibition was displayed in Paris on World Teachers’ Day, then has
been traveling to other events in different regions. Several are also organized to show the
pertinence of the 1966 Recommendation for the implementation of SDG 4 and the Education 2030
Framework for Action. Plans are under way for a similar commemoration of the 20th anniversary of
the 1997 Recommendation in November 2017.
18. With regard to the use of the recommendations to enhance social dialogue around teacher
issues, UNESCO is implementing a project for improving teacher support and participation in local
education groups (LEGs) under the global and regional activities (GRA) programme of the Global
Partnership for Education (GPE). Ministry officials and teacher organization leaders from 10
countries (Benin, Côte d’Ivoire, Democratic Republic of Congo, Haiti, Liberia, Mali, Nepal, Senegal,
Sierra Leone and Uganda) are supported to identify mechanisms for enhancing social dialogue.
19. On the allegations received from teachers’ organizations regarding non-observance of the
recommendations, the most recent interim report of the CEART Committee is submitted to the
Executive Board at its present session (see document 201 EX/19 Part III).
201 EX/19 Part I – page 5
• 1974 Recommendation concerning Education for International Understanding,
Cooperation and Peace and Education relating to Human Rights and Fundamental
Freedoms (ED)
20. Regular monitoring of the 1974 Recommendation through the launch of the 6th Consultation
(2013-2016) has been carried out. As at 24 January 2017, 81 reports from Member States 5 had
been received by the Secretariat, which is an increase of about 42% in comparison to the 5th
Consultation (57 reports received).
21. The Secretariat has monitored the Annual Meetings of the International Contact Group on
Citizenship and Human Rights Education managed by the Council of Europe, and has shared
information on the implementation of the 1974 Recommendation with human rights education
stakeholders.
22. The first UNESCO International Conference on the Prevention of Violent Extremism through
Education: Taking Action, was held in New Delhi, India, in September 2016. The aim of the
Conference was to reflect on a common approach to the means that education systems could use
to take appropriate and effective action in relation to this situation.
23. The following activities are planned: (1) the drafting of the next consolidated report of the
reports received from Member States: this report will be submitted to the Executive Board at its
202nd session, then to the General Conference at its 39th session, in 2017; the results of this
Consultation will be shared with the Office of the United Nations High Commissioner for Human
Rights (OHCHR) and the International Contact Group on Citizenship and Human Rights Education;
the reports and results of this Consultation will be accessible from the global database on the right
to education; (2) the organization of 3rd UNESCO Forum on Global Citizenship Education in March
2017 in Ottawa, Canada, that will also address education for international understanding,
cooperation and peace and education relating to human rights and fundamental freedoms; (3) in
the framework of SDG 4-Education 2030, the globally endorsed indicator for target 4.7 is the extent
to which global citizenship education and education for sustainable development, including human
rights and gender equality, are integrated into national education policies, curricula, teacher
training and pupil assessment; given that the main provisions of the 1974 Recommendation are
similar to target 4.7, the main source of data for this target will be the reporting mechanism
provided for in the 1974 Recommendation; (4) with regard to capacity-building activities, UNESCO
contributed to a series of workshops on thematic issues relating to the 1974 Recommendation and
target 4.7, including: the first global workshop on global citizenship education (GCED) which also
included peace and human rights education, and prevention of violent extremism through
education; education on the Holocaust and other genocides, in July 2016 in Seoul, Republic of
Korea; and the regional workshop on GCED for Southern African countries, in July 2016 in
Johannesburg, South Africa. This last workshop followed a series of workshops held in different
5
Group I – Member States having submitted their reports (17 out of 27 = 62.96%): Andorra, Austria, Belgium,
Canada, Denmark, Finland, France, Germany, Greece, Ireland, Malta, Monaco, Netherlands, Portugal, Spain,
Sweden and Turkey
Group II – Member States having submitted their reports (17 out of 25 = 68%): Albania, Armenia, Bosnia and
Herzegovina, Bulgaria, Czech Republic, Estonia, Georgia, Hungary, Latvia, Lithuania, Romania, Russian
Federation, Serbia, Slovakia, Tajikistan, The former Yugoslav Republic of Macedonia and Uzbekistan
Group III – Member States having submitted their reports (14 out of 33 = 42.42%): Argentina, Bolivia
(Plurinational State of), Chile, Colombia, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Mexico, Peru, Saint
Kitts and Nevis, Trinidad and Tobago and Uruguay
Group IV – Member States having submitted their reports (15 out of 44 = 34.09%): Australia, Bangladesh,
Cambodia), Cook Islands, Iran (Islamic Republic of), Japan, Maldives, Mongolia, Myanmar, New Zealand,
Pakistan, Republic of Korea, Singapore, Thailand and Tuvalu
Group V (a) – Member States having submitted their reports (11 out of 47 = 23.40%): Burundi, Central African
Republic, Chad, Côte d'Ivoire, Democratic Republic of the Congo, Ethiopia, Mali, Mauritius, Namibia, Senegal,
Zambia
Group V (b) – Member States having submitted their reports (7 out of 19 = 36.84%): Egypt, Iraq, Kuwait, Morocco,
Oman, Qatar and Syrian Arab Republic
201 EX/19 Part I – page 6
regions of the world since 2015, such as in Dakar, Senegal, for Western African nations, Santiago
de Chile for Latin America and the Caribbean, and Almaty, Kazakhstan, for Central Asia.
• 1974 Recommendation on the Status of Scientific Researchers (SHS)
24. Pursuant to 200 EX/Decision 16.II, the 2nd Consultation on the implementation of the 1974
Recommendation was communicated by a circular letter (CL/4181) from the Director-General
dated 16 December 2016 6 along with guidelines containing a questionnaire, for the preparation of
reports by Member States. The questionnaire was based on the one annexed to document 200
EX/16 Part II and was modified in the light of discussions held at the meeting of the CR Committee,
in accordance with 200 EX/Decision 16.II.
25. It is recommended that this questionnaire be completed by the ministries responsible for
scientific research, training and technology development, or their equivalent. These reports should
be submitted by 22 May 2017. Upon receipt, the Secretariat will prepare the consolidated report
covering the period 2013-2016, which will be submitted to the Executive Board at its 202nd
session, then to the General Conference at its 39th session, in 2017.
• 1978 Revised Recommendation concerning the International Standardization of
Educational Statistics (UIS)
26. Pursuant to 36 C/Resolution 11 and 37 C/Resolution 10 of the General Conference and
196 EX/Decision 17 of the Executive Board, document 201 EX/17 presents the new progress
report on work undertaken since the adoption of the 2011 and 2013 revisions of the International
Standard Classification of Education (ISCED) and ISCED Fields of Education and Training
(ISCED-F) respectively.
• 1980 Recommendation concerning the Status of the Artist (CLT)
27. Concrete measures have been taken by the Secretariat to pursue synergies between the
1980 Recommendation and the 2005 Convention on the Protection and Promotion of the Diversity
of Cultural Expressions on the following issues: digital technologies and the Internet; transnational
mobility of artists; social protection of artists; and freedom of artistic expression. The information
gathered through a survey to Member States was presented in a report on the implementation of
the Recommendation, which was examined by the General Conference at its 38th session
(document 38 C/30) and debated in a side event that raised awareness of the Recommendation
and its relevance today (http://en.unesco.org/creativity/node/6385).
28. To further this debate, three workshops were organized by the Convention Secretariat on
“Artistic Freedom as a new Development Challenge”, during the UNESCO World Press Freedom
Day conference in Helsinki, Finland from 2 to 4 May 2016. This included a special high-level panel
composed of the Nordic ministers for culture and the Director-General where they announced the
adoption of a landmark Declaration on Promoting Diversity of Cultural Expressions and Artistic
Freedom in a Digital Age (http://en.unesco.org/creativity/nordic-ministers-culture-adopt-landmarkdeclaration-promoting-diversity-cultural-expressions-and). Another series of workshops will be
organized during World Press Freedom Day (2-4 May 2017) in Jakarta, Indonesia.
29. The Secretariat will, within the means possible, follow up on the collection of data and good
practices to monitor the impact of the Recommendation in areas that are in common with the 2005
Convention. This includes the publication of a specific chapter on artistic freedom to be published
in the upcoming global report to monitor the implementation of the 2005 Convention in December
2017. The chapter will include evidence of policies and strategies to support the rights of artists to
create, disseminate and perform artistic works, including independent bodies to receive complaints
and monitor artistic freedom.
6
http://unesdoc.unesco.org/images/0024/002468/246830e.pdf
201 EX/19 Part I – page 7
30. In 2017, with the support of the government of Denmark, the Secretariat will develop a new
training module to support upstream capacity development activities on artistic freedom. Pending
extra-budgetary resources, it will organise public awareness events on the challenges to the status
of artists and artistic freedom, in cooperation with Deeyah Khan, newly appointed UNESCO
Goodwill Ambassador for artistic freedom and creativity.
• 1993 Recommendation on the Recognition of Studies and Qualifications in Higher
Education (ED)
31. UNESCO assesses the implementation of the 1993 Recommendation primarily through
monitoring the implementation of the five regional and one inter-regional conventions, in line with
the Strategy to improve visibility, ratification, implementation, monitoring and cooperation of
education-related standard-setting instruments (hereafter “the Strategy”).
32. Concerning the 2014 Revised Convention on the Recognition of Studies, Certificates,
Diplomas, Degrees and Other Academic Qualifications in Higher Education in Africa (the “Addis
Convention”), the Informal Working Group established with a view to facilitating the ratification and
the implementation of the Addis Convention has pursued its work focusing on ratification,
implementation and capacity building. A second meeting of the group will be held in 2017 to review
progress achieved and decide on future activities. Focal points are being established in UNESCO
field offices in Africa with a view to each office securing two ratifications. In addition, an information
fact sheet has been prepared to help facilitate this process. The document is being translated to
the languages of the Africa region.
33. As regards the 1978 Convention on the Recognition of Studies, Diplomas and Degrees
concerning Higher Education in the Arab States, UNESCO Office in Beirut is consulting Member
States on their views and proposals regarding the global recognition convention and the need to
review and update the 1978 Convention. A regional report on these issues will be prepared based
on commissioned country reports. The report will inform on Member States’ views, proposals and
recommendations on these issues; review any other relevant material; identify any major issues
not covered by the country reports; finally, it will place the Arab States region proposals in
perspective (comparison with other regions, similarities and differences etc.). A technical meeting
devoted to the revision of the 1978 Convention will take place (Egypt, 30 March 2017) following the
Regional Conference on Higher Education in Crises (Egypt, 28-29 March 2017).
34. Concerning the 1983 Regional Convention on the Recognition of Studies, Diplomas and
Degrees in Higher Education in Asia and the Pacific (hereinafter the “1983 Bangkok Convention”)
and the 2011 Asia-Pacific Regional Convention on the Recognition of Qualifications in Higher
Education (hereinafter the “2011 Tokyo Convention”), the 14th session of the Regional Committee
of the 1983 Bangkok Convention was held in Sydney, Australia (August 2016). Over 30 Member
States attended thanks to the generous support from Australia and the Republic of Korea. The
Committee meeting was held in conjunction with the Asia-Pacific Regional Workshop on Education
2030 on connecting qualifications frameworks, quality assurance and recognition for mobility and
employability. The Regional Committee endorsed the “Sydney Statement”, which outlines key
actions to promote the importance of mobility throughout Asia-Pacific and highlights the
connections between effective international recognition principles and promoting quality education
in order for knowledge, skills and competencies to be recognized as widely as possible. The vision
for fair and effective recognition practices aligns with the Education 2030 Framework for Action and
its core focus on equitable quality education. Moreover, in the Sydney Statement, participants and
officials agreed to encourage: ratification and implementation of the 2011 Tokyo Convention to
demonstrate commitment to improve mobility and employability within Asia and the Pacific and to
strengthen collaboration for the benefit of people in the region; support the forthcoming global
convention to strengthen inter-regional cooperation for the continuous improvement of mobility,
access, equity and quality; and support less developed countries and small island developing
states in Asia and the pacific through expanding scholarship programmes, to contribute to the
internationalization of higher education and research. The Regional Committee elected a new
201 EX/19 Part I – page 8
Bureau (Australia as Chair, China and the Republic of Korea as Vice-Chairs as well as the
Philippines as Rapporteur) to take forward the goals captured in the Sydney Statement and lead
the overall work of the Regional Committee during 2016-2018. The UNESCO Office in Bangkok
implemented a set of measures to monitor the application of the 1983 Bangkok Convention
through collecting 36 country reports in preparation for the convention committee meeting; and
conducting a follow-up survey in December 2016 to monitor progress and assess needs for future
planning. The UNESCO Office in Bangkok has also taken the following actions to foster ratification
of the convention: review of the latest reports from Member States (Parties and non-Parties) on the
1983 Bangkok Convention and of the readiness to ratify and implement the 2011 Tokyo
Convention; action planning on ratification and/or implementation of the 2011 Tokyo Convention
with an anticipated timeline to ratification; and development of a new infographic to explain current
trends and the value of the 2011 Tokyo Convention and thus help to raise awareness about the
benefits of ratification. Finally, the UNESCO Office in Bangkok is in the process of planning a
regional capacity-building workshop in 2017 with input from the Bureau. The aim is to promote
ratification and implementation of the 2011 Tokyo Convention and to enhance recognition and
transparency of higher education qualifications throughout Asia and the Pacific.
35. Concerning the 1997 Convention on the Recognition of Qualifications concerning Higher
Education in the European Region, UNESCO as co-secretariat, together with the Council of
Europe, contributes to the work of the Lisbon Recognition Convention Committee (hereafter
“LRC”). Following the adoption by LRC at its 7th meeting (Paris, 2016) of the Statement on the
recognition of qualifications held by refugees, displaced persons and persons in a refugee-like
situation, work towards adopting a recommendation on this topic to guide the competent authorities
of the States Parties in their implementation of the Convention was initiated. Several meetings of
the LRC Bureau were held, the latest on 19-20 January 2017 at UNESCO. The final draft text will
be tabled with the LRC, for adoption before the end of 2017. The LRC Bureau with support from
the co-secretariats is preparing as well for the 8th LRC meeting guidelines on minimum
requirements for national ENIC-NARIC websites and education information. As co-Secretariat of
the ENIC-NARIC networks, jointly with the Council of Europe and the European Commission,
UNESCO contributes to the organization of the 2017 Joint Annual Meeting of the ENIC-NARIC
networks. Efforts to facilitate the sharing of knowledge, experiences and good practices in
recognition across regions are pursued. UNESCO’s contribution to the work of the Bologna Followup Group, in particular the Advisory Group on the revision of the Diploma Supplement and the
Advisory Group on European Higher Education Area (EHEA) international cooperation is ongoing.
36. With regard to the 1974 Regional Convention on the Recognition of Studies, Diplomas and
Degrees in Higher Education in Latin America and the Caribbean, work to review and update the
1974 Regional Recognition is being pursued. The Working Group, established in the wake of the
2015 high-level ministerial meeting hosted by Brazil to review the 1974 Regional Recognition, met
twice to date (in Cuba in February 2016 and in Colombia in August 2016). The meetings were held
with the generous support from Cuba and Colombia respectively. The final meeting of this Working
Group will be organized by the International Institute for Higher Education in Latin America and the
Caribbean (IESALC) during the first half of 2017. A proposal aimed at setting in motion the revision
of the 1974 Regional Convention is submitted at the present session of the Executive Board (see
document 201 EX/19 Part IV).
37. Pursuant to 38 C/Resolution 12 of the General Conference, UNESCO has established, in
close cooperation with the Member States, a drafting committee (category VI meeting) to propose
a preliminary draft for the future global convention on the recognition of higher education
qualifications. The drafting committee met twice in 2016 to discuss different parts of the preliminary
draft. A third meeting will be held in Paris on 13-15 February 2017 to discuss the entire preliminary
draft. UNESCO is planning to organise a regional consultation process with the Member States
and relevant stakeholders on the preliminary draft. Eventually a fourth meeting could be organized
in the spring 2017 to finalize the preliminary draft before its submission to the 39th session of the
General Conference.
201 EX/19 Part I – page 9
• 2003 Recommendation concerning the Promotion and Use of Multilingualism and
Universal Access to Cyberspace (CI)
38. UNESCO undertook several measures aiming at facilitating its implementation by Member
States into national policies, legislation and strategies.
39. UNESCO continued working on the research project launched in 2016 to prepare an
analytical report on the implementation of the Recommendation. The analytical report will draw
extensively on Member States’ reports (81 reports from 53 countries) provided to UNESCO on the
measures taken to implement the Recommendation, as well as on the review of three consolidated
reports prepared by UNESCO, and on an extensive review of the existing literature on global
trends and challenges. The report will conclude with concrete recommendations for future action in
the subject area.
40. UNESCO also promoted the Recommendation and provided valuable inputs to the work of
research communities, policy and decision makers and educators during the 3rd International
Seminar on Chinese and French Policies and Programmes on Languages organized in Beijing in
November 2016, and the General Conference on the International Association of Universities (IAU)
in November 2016.
41. For the development of the World Atlas of Languages, UNESCO revised the language vitality
and endangerment methodology to be used for the collection of data and further development of
the World Atlas of Languages. A peer review to identify gaps and potential issues involving a range
of leading world experts, was initiated by the Secretariat in order to finalize the draft document.
42. UNESCO in cooperation with the UNESCO Centre Basque Country (UNESCO Etxea),
contributed to the European Language Forum, which was organized in December 2016 in
Donostia-San Sebastian, Spain. More specifically, a special session was dedicated to the
presentation of the recently launched initiative to develop a World Atlas of Languages, which would
provide information and resources not only all of the world’s languages in danger, but apparently
‘safe’ languages, as well as provide more a comprehensive view of language issues for
development and implementation of evidence-based initiatives.
43. UNESCO contributed to the preparation of the World Report on Internationalized Domain
Names 2016, which explored the status of multilingual content online and existing gaps and a joint
session with the European Registry of Internet Domain Names (EURid) was organized to present
the key findings and raise awareness among key stakeholders at the 2016 Internet Governance
Forum (IGF) on “Enabling Inclusive and Sustainable Growth” in December 2016 in Jalisco, Mexico.
• 2011 Recommendation on the Historic Urban Landscape, including a glossary of
definitions (CLT)
44. The General Conference examined progress made in the implementation of the
Recommendation on the Historic Urban Landscape at its 38th session (document 38 C/71). In so
doing, it reiterated the importance of this standard-setting instrument for the 2030 Agenda for
Sustainable Development, in particular for Sustainable Development Goal 11 “Sustainable cities
and communities” and invited Member States to take the necessary measures to ensure its
implementation and submit their implementation report.
45. To continue activities launched since the adoption of the Recommendation, the World
Heritage Centre has pursued the development of initiatives to promote the historic urban
landscape approach and provide technical support to Member States in its implementation. A
parallel event at the 40th session of the World Heritage Committee, held in Istanbul from 10 to 17
July, then in Paris from 24 to 26 October 2016, was thus devoted to the issue of safeguarding
urban heritage, in particular through the use of the Recommendation.
201 EX/19 Part I – page 10
46. UNESCO’s partners (United Nations agencies and programmes, universities, UNESCO
Chairs, category 2 centres under the auspices of UNESCO, public and private institutions, nongovernmental organizations) are also continuing their support for this action by developing
outreach tools and activities. This mobilization is in keeping with the decision of the World Heritage
Committee at its 40th session (40 COM 5D, paragraph 6), by which it took note of “the results
achieved by the World Heritage Cities Programme” and called “States Parties and other
stakeholders to provide human and financial resources ensuring the continuation of this
Programme in view of its crucial importance for the conservation of the urban heritage inscribed on
the World Heritage List, for the implementation of the Recommendation on the Historic Urban
Landscape and its contribution to achieving the 2030 Sustainable Development Goals related to
cities as well as for its contribution to the preparation of the New Urban Agenda”.
47. This instrument played an important role in the preparation of the Global Report on Culture
for Sustainable Urban Development, presented by UNESCO at the 3rd United Nations Conference
on Housing and Sustainable Urban Development (Habitat III), in October 2016. The report showed
that the Recommendation proposes a very broad scope for the protection and conservation of
urban heritage and includes intangible heritage, cultural expressions and creative industries. It thus
contributes to the strengthening of synergies between the Conventions of 1972, 2003 and 2005.
48. In response to a growing number of requests from several stakeholders in the conservation
of urban heritage, the Secretariat has initiated reflection and mobilization of human and financial
resources for the development of a methodological tool on the use of the approach centred on the
historical urban landscape.
49. The Secretariat has started to establish a timetable for the submission by Member States of
their reports on the implementation of the Recommendation with a view to the 40th session of the
General Conference in 2019.
• 2015 Recommendation on Adult Learning and Education (ED)
50. In order to reach a large number of stakeholders within the international adult learning and
education (ALE) community, the Recommendation was included in the annex of UNESCO’s 3rd
Global Report on Adult Learning and Education (GRALE III) 7. GRALE III is now available in print in
English and French, and in electronic format in Spanish, Arabic and Chinese. Since a Portuguese
version of GRALE III is being prepared in cooperation with the UNESCO Office in Brazil (UBO), the
Recommendation will also be made available in Portuguese.
51. A series of events to mark the launch of GRALE III have been organized in cooperation with
UNESCO Regional Offices and the International Council for Adult Education (ICAE) and its
regional branches. This follows the international launch that was held on the occasion of
International Literacy Day (8 September 2016) at UNESCO Headquarters. These events include:
(i) Europe: in Brussels, Belgium (14 October 2016), in cooperation with the Electronic Platform for
Adult Learning in Europe (EPALE), a multilingual open membership community for ALE
professionals across Europe; (ii) East and Southeast Europe: in Belgrade, Serbia (26 January
2017), in cooperation with the Adult Education Society of Serbia; (iii) Latin America and the
Caribbean: in Brasília, Brazil (15 February 2017), in cooperation with the UNESCO Offices in
Santiago de Chile and Brasilia; in Montego Bay, Jamaica (11 May 2017), in the framework of the
3rd International Conference on TVET; (iv) Asia and the Pacific: In Bangkok, Thailand (24–25
October 2016), in cooperation with UNESCO Office in Bangkok and the Asia South Pacific
Association for Basic and Adult Education (ASPBAE); (v) Africa: In Ouagadougou, Burkina Faso
(14 November 2016), in cooperation with ICAE for the Executive Summary in French; in
Marrakesh, Morocco (15-17 March 2017), in cooperation with the Association for the Development
of Education in Africa (ADEA); (vi) Arab States: in Amman, Jordan (2 October 2016), in
cooperation with the DVV (Deutscher Volkshochschul-Verband) International for the GRALE III
7
http://unesdoc.unesco.org/images/0024/002459/245917e.pdf
201 EX/19 Part I – page 11
Executive Summary in Arabic; in Rabat, Morocco (7–8 February 2017) in cooperation with
UNESCO Office in Beirut and the Islamic Educational, Scientific and Cultural Organization
(ISESCO).
52. The printed version of the Recommendation has been prepared in six languages in
cooperation with UNESCO and disseminated to Member States, as well as to partners of the
UNESCO Institute for Lifelong Learning (UIL) through its networks. 8 The English and French
versions were reprinted by UIL to satisfy demand, especially with regard to the aforementioned
events promoting GRALE III.
53. All of these events are instrumental in providing information about the Recommendation in
general, about its function in the perspective of the Education 2030 Framework for Action in
particular, and to prepare for an effective monitoring of the Recommendation, which will be
undertaken in the framework of the next issue (GRALE IV) planned for 2019.
54. In accordance with Stage 3(b) of the specific multi-stage procedure for the monitoring of the
implementation of UNESCO conventions and recommendations for which no specific institutional
mechanism is provided, as amended by the Executive Board at its 196th session
(196 EX/Decision 20), document 201 EX/19 Part II presents the proposals on the monitoring
exercise prior to collection of information from Member States, National Commissions, research
institutions and civil society organizations in order to prepare the first consolidated report of the
2015 Recommendation.
• 2015 Recommendation concerning Technical and Vocational Education and Training
(TVET) (ED)
55. The Recommendation concerning Technical and Vocational Education and Training (TVET),
was adopted by the General Conference at its 38th session. A certified copy of this
Recommendation was transmitted by circular letter (CL/4159 9) to Member States on 10 June 2016.
56. Booklets containing the Recommendation have been produced in the six official languages of
UNESCO and in a multilingual version. 10 These booklets are being widely used to disseminate and
promote the Recommendation, for example at the international forum on TVET (Bonn, 15 July
2016) on the occasion of World Youth Skills Day (15 July), the Global Conference on “Skills, jobs
and sustainable development: global trends, local challenges” which was organized by UNESCO
and the European Centre for the Development of Vocational Training (Cedefop) in Paris on 20-21
October 2016 and during the South African Development Community (SADC) region meeting on
TVET in Lilongwe, Malawi, on 5 December 2016. Finally, the Recommendation was disseminated
during the Regional Meeting of Ministers of Education of Latin America and the Caribbean on
“E2030: Education and skills for the twenty-first century” held in Buenos Aires on 25 and 26
January 2017.
57. The new UNESCO Strategy for TVET (2016-2021), which takes into account the provisions
of the Recommendation, was also presented during these events. UNESCO’s support to TVET
policy reviews and policy development will be based upon key policy lines as indicated in the
Recommendation.
58. In parallel, the work on the development of two sets of guidelines to support the
implementation of the Recommendation has started. The first of these will be on the topic of
financing TVET. The second set of guidelines will be prepared on quality assurance arrangements
underpinning the certification processes used in TVET. A set of recommendations regarding
financing TVET have been prepared and discussed in a workshop held in Hanoi on 2 December
8
9
10
http://unesdoc.unesco.org/images/0024/002451/245179e.pdf
http://unesdoc.unesco.org/images/0024/002450/245068e.pdf
http://unesdoc.unesco.org/images/0024/002451/245178e.pdf
201 EX/19 Part I – page 12
2016. A set of draft regional guidelines on quality assurance of qualifications has been prepared
and was shared in a regional workshop organized by UNESCO on 31 October 2016 in Bangkok.
• 2015 Recommendation concerning the Protection and Promotion of Museums and
Collections, their Diversity and their Role in Society (CLT)
59. In November 2015, at its 38th session, the General Conference adopted the
Recommendation concerning the Protection and Promotion of Museums and Collections, their
Diversity and their Role in Society (38 C/Resolution 49).
60. By Circular Letter CL/4160 11 dated 6 June 2016, the Director-General sent to the ministers
responsible for relations with UNESCO a certified copy of the Recommendation asking that it be
transmitted to the competent authorities before 18 November 2016, as well as to other bodies and
entities concerned by the issues dealt with by this instrument. An official website was developed
and a booklet containing the Recommendation was produced in the six official languages.
61. Furthermore, Member States are requested to submit their first quadrennial reports on
actions undertaken to implement the Recommendation by Autumn 2018 with a view to presenting
information and data collected from them to the 40th session of the General Conference in 2019.
Reporting guidelines and a questionnaire to support Member States in the preparation of their
reports are under preparation by the Secretariat.
62. Finally, the Secretariat has undertaken to promote the Recommendation among Member
States and its partners in the museum field. A number of national and international events were
organized, notably the first UNESCO High-Level Forum on Museums which took place in
Shenzhen, China, in November 2016 where more than 200 specialists representing around 30
Member States and 60 world-class experts participated. Partners in Cambodia, China, the Czech
Republic, Japan, Nepal, the Philippines, the Russian Federation and Tunisia organized related
events. The Secretariat continues its efforts to mobilize extrabudgetary funds in order to initiate its
implementation, in particular through organizing annual meetings of the High-Level Forum on
Museums as well as other technical meetings.
• 2015 Recommendation concerning the Preservation of, and Access to, Documentary
Heritage including in Digital Form (CI)
63. By circular letter CL/4155 dated 28 April 2016 12 to Member States, the Director-General
transmitted a certified copy of the Recommendation concerning the Preservation of, and Access to,
Documentary Heritage, Including in Digital Form. The circular letter reminded Member States of
their obligation to submit the Recommendation to their competent authorities within a period of one
year from the close of the session of the General Conference at which it has been adopted. The
Director-General also requested Member States to give utmost consideration to the
Recommendation with a view to its possible integration into national legislation or policies.
64. Since the Recommendation was only adopted in November 2015, there is a clear need for
support and consultation to allow Member States to adapt this new instrument to their specific
contexts, disseminate it widely across the relevant stakeholders, facilitate its implementation
through the formulation and adoption of supporting policies, strategies and legislation.
65. In this context, UNESCO, in partnership with the Government of Malaysia, will hold the first
consultation for the Asia Pacific region on the implementation of the Recommendation from 8 to
11 May 2017 in Kuala Lumpur, Malaysia, that will result in the elaboration of a Southeast
Asian/ASEAN ‘action plan’ for its implementation. UNESCO will implement the regional
consultation in close cooperation with the Ministry of Tourism and Culture, Malaysian Memory of
the World National Committee, as well as the ASEAN Secretariat. UNESCO will invite and facilitate
11
12
http://unesdoc.unesco.org/images/0024/002449/244998e.pdf
http://unesdoc.unesco.org/images/0024/002446/244675E.pdf
201 EX/19 Part I – page 13
the involvement of leading international experts in the field of the Memory of the World, through its
extensive networks, including the Memory of the World Committee for Asia and the Pacific
(MOWCAP) and the International Advisory Council, representatives of memory institutions, and the
private sector.
66. Another similar regional consultation on the implementation of the Recommendation will be
held for the Arab region in Tunisia in the second week of September 2017, in close partnership
with the Arab League Educational, Cultural and Scientific Organization (ALECSO) and the
concerned UNESCO field offices.
67. A third consultation for the Latin America and the Caribbean region will be organized in
October 2017 in Colombia with the same objective, namely to support and allow Member States to
adapt this new instrument to their specific contexts, disseminate it widely across the relevant
stakeholders, facilitate its implementation through the formulation and adoption of supporting
policies, strategies and legislation.
Action expected of the Executive Board
68. In the light of the foregoing, the Executive Board may wish to adopt a decision along the
following lines:
The Executive Board,
1.
Recalling 15 C/Resolution 12.2, 23 C/Resolution 29.1, 165 EX/Decision 6.2, 32
C/Resolution 77, 170 EX/Decision 6.2, 171 EX/Decision 27, 174 EX/Decision 21,
175 EX/Decision 28, 176 EX/Decision 33, 177 EX/Decision 35.I and 177 EX/Decision
35.II, 34 C/Resolution 87, and 195 EX/Decision 15, 196 EX/Decision 20, 197
EX/Decision 20.I and 197 EX/Decision 20.VIII, 199 EX/Decision 14.I and 200
EX/Decision 16.I relating to the first aspect of the terms of reference of the
Committee on Conventions and Recommendations (CR), which concerns the
implementation of standard-setting instruments,
2.
Having examined document 201 EX/19 Part I, and the report of the Committee on
Conventions and Recommendations thereon (document 201 EX/..),
3.
Urges Member States, once again, to fulfil their legal obligations under Article VIII of
the Constitution of UNESCO regarding periodic reports on the action taken upon the
conventions and recommendations;
4.
Requests the Director-General to ensure the implementation of the legal framework
concerning standard-setting instruments, as adopted at its 177th session and amended
at its 196th session, by the programme sectors and the UNESCO Institute for Statistics
(UIS), which have responsibility for the conventions and recommendations monitored
by the Committee on Conventions and Recommendations (CR);
5.
Decides to continue consideration of this matter at its 202nd session.
Printed on recycled paper
Executive Board
Two hundred and first session
201 EX/19
Part II
PARIS, 23 February 2017
Original: English
Item 19 of the provisional agenda
IMPLEMENTATION OF STANDARD-SETTING INSTRUMENTS
PART II
APPLICATION OF THE RECOMMENDATION
ON ADULT LEARNING AND EDUCATION (2015)
DISCUSSION OF PREPARATIONS FOR THE NEXT CONSULTATION
SUMMARY
Pursuant to 38 C/Resolution 13, and in compliance with
177 EX/Decision 35.I and 196 EX/Decision 20 on the specific
multi-stage procedure for the monitoring of the implementation of
UNESCO conventions and recommendations for which no specific
institutional mechanism is provided, the Director-General presents
the methodology for the next consultation on the implementation of
the Recommendation on the Development of Adult Learning and
Education (2015).
The financial and administrative implications related to this
document are covered in document 38 C/5 and will be covered in
the proposed document 39 C/5.
Action expected of the Executive Board: Proposed decision in
paragraph 9.
1.
The Recommendation on Adult Learning and Education (2015), adopted by UNESCO’s
General Conference at its 38th session on 13 November 2015 (38 C/Resolution 13), is the most
up-to-date normative instrument on adult learning and education. It supersedes the 1976
Recommendation on the Development of Adult Education. It draws on the concept of lifelong
learning, and underlines the overarching aim of adult learning and education – to ensure that all
adults participate in society and in the world of work. The Recommendation sets out general
principles, goals and guidelines that each Member State should apply according to its socio-
201 EX/19 Part II – page 2
economic context, governing structures and available resources, with a view to enhancing the
status of adult learning and education at national, regional and international levels.
2.
As requested by the General Conference (38 C/Resolution 13), the Director-General will
report to it on the measures taken by Member States to implement the Recommendation on Adult
Learning and Education (2015) at its 40th session (2019). Under Article VIII of UNESCO’s
Constitution, Member States are required to submit a report on the legislative and administrative
provisions and any other measures they have taken to implement the conventions and
recommendations adopted by the Organization. In accordance with the Specific multi-stage
procedure for the monitoring of the implementation of UNESCO conventions and
recommendations for which no specific institutional mechanism is provided, as adopted by the
Executive Board at its 177th session (177 EX/Decision 35.I) and amended at its 196th session
(196 EX/Decision 20), the frequency for submitting the reports is set for an interval of four years.
3.
In compliance with Stage 3(b) of the above-mentioned Specific multi-stage procedure, and
pursuant to the timetable for 2014-2017 of work of the CR Committee as adopted and revised by
the Executive Board (195 EX/Decision 15 and 199 EX/decision 14), the Director-General presents
the methodology for the next consultation on the implementation of the 2015 Recommendation on
the Development of Adult Learning and Education.
4.
The Recommendation calls upon Member States to take action in the areas defined in the
Belém Framework for Action adopted by the sixth International Conference on Adult Education
(CONFINTEA VI, Belém, Brazil, 2009) – i.e. policy; governance; financing; participation, inclusion
and equity; and quality – and stresses the importance of enhancing international cooperation. The
CONFINTEA process involves regular reporting in the form of the Global Report on Adult Learning
and Education (GRALE), prepared by the UNESCO Institute for Lifelong Learning (UIL).
5.
The last consolidated report presented to the General Conference on the implementation of
the 1976 Recommendation on the Development of Adult Education (document 36 C/58), which
preceded the 2015 Recommendation on Adult Learning and Education, was monitored based on a
previous edition of GRALE.
6.
The GRALE is prepared based on, among other sources, responses from Member States to
a questionnaire. As an example, the third GRALE published in 2016 was prepared based on
responses from 139 Member States and collected data.
7.
To avoid the duplication of Member State reporting duties, the consultation on the
implementation of the 2015 Recommendation will be based on data submitted by Member States
for UNESCO’s fourth Global Report on Adult Learning and Education (GRALE IV), which is to be
published in 2019. Thematically, this issue will focus on indicators for measuring adult learning and
education in the framework of lifelong learning. The guidelines will include a set of specific
questions on this Recommendation, as found in the annex.
8.
After these guidelines are adopted by the Executive Board, they will be sent to the Member
States as part of the overall questionnaire concerning GRALE in early 2018. The first consolidated
report on the implementation of the 2015 Recommendation will then be examined by the Executive
Board at its 207th session in autumn 2019 and by the General Conference at its 40th session, in
autumn 2019.
Proposed decision
9.
In light of the above, the Executive Board may wish to adopt the following draft decision:
The Executive Board,
1.
Bearing in mind Member States’ obligations under Article VIII of UNESCO’s
Constitution and Article 17 of the Rules of Procedure concerning recommendations to
201 EX/19 Part II – page 3
Member States and international conventions covered by the terms of Article IV,
paragraph 4, of the Constitution,
2.
Recalling 177 EX/Decision 35.I and 196 EX/Decision 20 on the specific multi-stage
procedure for the monitoring of the implementation of UNESCO Conventions and
Recommendations for which no specific institutional mechanism is provided,
3.
Further recalling 38 C/Resolution 13,
4.
Having examined document 201 EX/19 Part II and the report of the Committee on
Conventions and Recommendations thereon (201 EX/..),
5.
Approves that the consultation of Member States for the fourth Global Report on Adult
Learning and Education (GRALE IV) through the regular procedures applied within the
International Conference on Adult Education (CONFINTEA) process, will be used for
reporting on the measures taken by Member States to implement the 2015
Recommendation on Adult Learning and Education;
6.
Further approves the guidelines for the preparation of reports by Member States on the
application of the 2015 Recommendation on Adult Learning and Education as annexed
to document 201 EX/19 Part II;
7.
Requests the Director-General to invite and encourage Member States to submit to
UNESCO reports on the implementation of the 2015 Recommendation on Adult
Learning and Education in connection with the preparation of the fourth Global Report
on Adult Learning and Education (GRALE IV);
8.
Further requests the Director-General to submit to it at its 207th session the first
consolidated report on the implementation of the 2015 Recommendation on Adult
Learning and Education, with a view to transmitting that report, together with the
Executive Board’s comments thereon, to the General Conference at its 40th session.
201 EX/19 Part II
Annex
ANNEX
DRAFT GUIDELINES FOR THE PREPARATION OF REPORTS BY MEMBER STATES
ON THE APPLICATION OF THE RECOMMENDATION
ON ADULT LEARNING AND EDUCATION (2015) THROUGH
THE GLOBAL REPORT ON ADULT LEARNING AND EDUCATION IV (GRALE IV)
Rationale
The Global Report on Adult Learning and Education (GRALE) monitors the implementation of the
Belém Framework for Action (BFA) adopted by the sixth International Conference on Adult
Education (CONFINTEA VI, Belém, Brazil, 2009). For this purpose, Member States are requested
to submit national reports every three years. So far three issues have been produced: GRALE I
(2009) to provide input to CONFINTEA VI, GRALE II (2013) to review progress on implementation
after three years, GRALE III (2016) to monitor progress after six years. In addition to the monitoring
part, a special theme is addressed in more detail: GRALE II had a thematic focus on literacy and
GRALE III on the impact of adult learning and education on health and well-being, employment and
the labour market as well as social civic and community life. GRALE IV will focus on indicators for
measuring adult learning and education (ALE) in the framework of lifelong learning.
The questionnaire/template for the GRALE IV survey will be based on the experiences of the
previous surveys and include about 70-80 questions. These will focus on (a) monitoring progress in
the five areas of action defined by the BFA, and (b) on the situation in Member States with regard
to indicators of ALE.
As the areas of action in the 2015 Recommendation on Adult Learning and Education are the
same as those in the BFA, responses to the monitoring part can be applied to show the changes
that have occurred in the areas of action defined by the Recommendation on Adult Learning and
Education. A set of specific questions will be used to analyse the specific application of this
Recommendation in Member States so far (see below). Future issues of the GRALE will apply a
similar approach, so that a continuous monitoring of the 2015 Recommendation on Adult Learning
and Education can be provided by GRALE.
Specific questions on the Recommendation on Adult Learning and Education (2015) for the
GRALE IV Survey
1.
To what extent are the essential points of the Recommendation on ALE (2015) (e.g.
definition and scope, aims and objectives) reflected in your legislation?
Not at all
2.
2
3
4
5 Fully
To what extent are the principles of the Recommendation on ALE (2015) reflected in your
country’s current education policy/ies and framework?
Not at all
3.
1
1
2
3
4
5 Fully
Please provide any additional information on the measures taken by your country to
incorporate the principles of the Recommendation on ALE (2015) in constitutional, legal and
policy frameworks.
201 EX/19 Part II
Annex – page 2
4.
5.
Has there been an increased emphasis on the areas of action of the Recommendation on
ALE (2015) since its inception?
(a)
Yes. Please specify below
(b)
No
(c)
No information available
If yes, please indicate the areas of action in which there has been increased emphasis since
2016. (please tick all that apply)
Policy
Governance
Financing
Participation, inclusion and equity
Quality
6.
Has there been any specific taskforce, working group, office or other mechanism set up
in the last five years within the government to facilitate the implementation of the
Recommendation on ALE (2015)?
(a)
Yes. Please specify below (e.g. name, department, topic, tasks, etc.)
(b)
No
(c)
No information available
Printed on recycled paper
Executive Board
Two hundred and first session
201 EX/19
Part III
PARIS, 8 March 2017
Original: English
Item 19 of the provisional agenda
IMPLEMENTATION OF STANDARD-SETTING INSTRUMENTS
PART III
APPLICATION OF THE 1966 RECOMMENDATION CONCERNING
THE STATUS OF TEACHERS AND THE 1997 RECOMMENDATION CONCERNING
THE STATUS OF HIGHER-EDUCATION TEACHING PERSONNEL
REPORT BY THE DIRECTOR-GENERAL ON ALLEGATIONS RECEIVED
BY THE JOINT ILO-UNESCO COMMITTEE OF EXPERTS ON THE APPLICATION
OF THE RECOMMENDATIONS CONCERNING TEACHING PERSONNEL (CEART)
SUMMARY
In accordance with 154 EX/Decision 4.4 and 157 EX/Decision 6.3,
the Director-General hereby submits to the Executive Board the
interim report of the Joint ILO-UNESCO Committee of Experts on
the Application of the Recommendations concerning Teaching
Personnel (CEART) on allegations received by the CEART from
teachers’ organizations regarding the non-observance of the
Recommendations. The interim report can be accessed online.
The financial and administrative implications are included in
document 38 C/5 and the proposed 39/C.
Action expected of the Executive Board: Proposed decision in
paragraph 7.
1.
The Joint ILO-UNESCO Committee of Experts on the Application of the Recommendations
concerning Teaching Personnel (CEART) was established by parallel decisions of the Executive
Board of UNESCO and the Governing Body of International Labour Organization (ILO) in 1967. Its
mandate is to monitor and promote the application of the international recommendations on
teachers (the ILO/UNESCO Recommendation concerning the Status of Teachers, 1966; and the
UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel, 1997)
201 EX/19 Part III – page 2
and to report thereon to the Executive Board of UNESCO and to the Governing Body of the ILO.
As part of its mandate, the CEART examines communications in the form of allegations from
international and national teachers’ organizations regarding the extent to which provisions of one
or both standards are not being applied in Member States.
2.
The Joint Committee meets every three years in Paris or Geneva for its work, including the
consideration of such cases. Its procedures also allow for the preparation of interim reports on
cases between the regular meetings so as to ensure a more timely response in the treatment of
allegations and their resolution in support of constituents in Member States based on principles of
social dialogue.
3.
The interim report (CEART/INT/2016/2) is on the Joint Committee’s follow-up to its
examination of an allegation submitted by the Cambodian Independent Teachers’ Association
(CITA) concerning the non-respect of principles in the 1966 ILO-UNESCO Recommendation on
the Status of Teachers (hereafter the ‘Recommendation’) in Cambodia. The report recalls the state
of the examination of the allegation contained in its 12th Session Report 1 , whereby the Joint
Committee recommended to the Governing Body of the ILO and the Executive Board of UNESCO
that they urge Cambodia, as a member of both organizations, to respond to CITA’s allegations.
4.
The interim report provides the substance of further communications, including the response
received from the Government of Cambodia, the trade union’s reaction and the Government’s final
remarks. The Government of Cambodia focuses its attention on the Teacher Policy Action Plan
(TPAP) that the Ministry of Education, Youth and Sport was implementing. The TPAP, according to
the Government, would improve the quality of the management and teaching in schools as well as
pre-service and in-service training. The Government also indicated that the plan was drafted in
consultation with both CITA and non-CITA affiliated teachers. Moreover, the Government pointed
out that Cambodia had become a member of the International Task Force on Teachers for
Education 2030. In its comments to the response of the Government, CITA also welcomed the
elaboration of the TPAP, which it acknowledged would, if implemented, improve the status of
teachers in Cambodia. The union nonetheless indicated that, while some teachers were
individually involved in the elaboration of the plan, CITA was never formally consulted on the TPAP
or involved in its implementation. The Government of Cambodia, in its final response, affirmed that
school teachers and development partners are consulted on the TPAP formulation and
implementation, and characterised CITA as partisan to the opposition party.
5.
In the interim report, the Joint Committee welcomes the promising provisions in the TPAP, as
a means of improving the status of Cambodian teachers and addressing some issues raised by
CITA. In making its recommendation for effective social dialogue, the Joint Committee, on the one
hand, points to paragraphs in the 1966 Recommendation that state the need for associating
teachers’ organizations with the determination of educational policy, and set out the right of
teachers to engage in public life. On the other hand, it highlights the paragraphs in the
Recommendation that call on teachers and teachers’ organizations to seek to co-operate fully with
authorities in the interests of the pupils, of the education service and of society in general.
6.
Accordingly, the “Interim Report of the Joint ILO–UNESCO Committee of Experts on the
Application of the Recommendations concerning Teaching Personnel” 2, contained in the Annex of
this document, is submitted for consideration by the Executive Board of UNESCO.
1
2
The report of the 12th Session of the Joint Committee was reviewed by the ILO Governing Body at its 325th
Session in November 2015 and by the UNESCO Executive Board at its 199th session (199 EX/14 Part II)
The document can also be accessed online at the following web address:
http://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/meetingdocument/wcms_531917.pdf
201 EX/19 Part III – page 3
Proposed decision
7.
The Executive Board may wish to adopt a decision along the following lines:
The Executive Board,
1.
Recalling 154 EX/Decision 4.4 and 157 EX/Decision 6.3,
2.
Further recalling 199 EX/Decision 14 Part II,
3.
Having examined 201 EX/19 Part III and the Report of the Committee on Conventions
and Recommendations (CR) thereon (201 EX/..),
4.
Takes note of the ‘Interim Report of the Joint ILO-UNESCO Committee of Experts on
the Application of the Recommendations concerning Teaching Personnel (CEART)’
relating to the allegations received from the Cambodian Independent Teachers’
Association (CITA);
5.
Invites the Director-General to communicate the CEART’s interim report to the
Government of Cambodia and to the Cambodian Independent Teachers’ Association
(CITA), encouraging them to engage in effective social dialogue.
201 EX/19 Part III
Annex
INTERNATIONAL LABOUR ORGANIZATION
UNITED NATIONS EDUCATIONAL, SCIENTIFIC
AND CULTURAL ORGANIZATION
CEART/INT/2016/2
Joint ILO–UNESCO Committee of Experts
on the Application of the Recommendations
concerning Teaching Personnel (CEART)
Interim report of the Joint ILO–UNESCO Committee of Experts
on the Application of the Recommendations concerning Teaching Personnel
Allegation received from the Cambodian Independent Teachers’ Association (CITA)
Geneva, 2016
UNESCO – PARIS
ILO – GENEVA
201 EX/19 Part III
Annex – page 3
I.
Background
1. This interim report of the Joint ILO–UNESCO Committee of Experts on the Application of
the Recommendations concerning Teaching Personnel (hereafter, Joint Committee) is in
follow-up to an examination by the Joint Committee of an allegation submitted by the
Cambodian Independent Teachers’ Association (CITA) concerning the non-respect of
principles in the 1966 ILO–UNESCO Recommendation on the Status of Teachers in
Cambodia (hereafter the Recommendation). The allegation was received by the Joint
Committee on 5 October 2012. As per the Joint Committee’s procedures, the allegation was
sent to the Government of Cambodia for its observations. When no response was received,
after further reminders, the allegation was initially examined in the Joint Committee’s
interim report to the ILO’s Governing Body at its 322nd Session in November 2014, 1 with
a recommendation strongly encouraging the Government to respond to the allegation.
2. Having received no response from the Government, the allegation was examined fully at the
12th Session of the Joint Committee in April 2015. 2 In its findings, the Joint Committee
expressed its regret that the Government did not engage in dialogue with CITA and the Joint
Committee on the matter. The Joint Committee recommended to the Governing Body of the
ILO and the Executive Board of UNESCO that they urge Cambodia, as a member of both
organizations, to respond to CITA’s allegations. 3
3. On 19 January 2016, the Government of Cambodia responded to the allegation, providing
supplementary information on education sector reforms in the country. The trade union
responded on 4 March 2016, and the Government submitted its final remarks on 9 May 2016.
II.
Substance of further communications
on the allegation
4. In its response to the allegation, the Government of Cambodia indicated that the Ministry of
Education, Youth and Sport was in the midst of implementing the Teacher Policy Action
Plan (TPAP), which was adopted in January 2015. According to the Government, the plan
would improve the quality of the management and teaching in schools as well as pre-service
and in-service training. The Government also indicated that the plan was drafted in
consultation with both CITA and non-CITA affiliated teachers. Moreover, the Government
pointed out that Cambodia had become a member of the International Task Force on
Teachers for Education 2030.
5. In its comments on the Government response, CITA recognized the improvement made in
the working conditions of teachers since 2013, including a raise in teachers’ salaries and the
development of an education reform agenda. The base salary of teachers, however, was
US$200 per month, which, according to the union, was still below living levels. CITA also
welcomed the elaboration of the TPAP, which it acknowledged would, if implemented,
improve the status of teachers in Cambodia. The union nonetheless indicated that, while
some teachers were individually involved in the elaboration of the plan, CITA was never
1
CEART/INT/2014/1.
2
Joint ILO–UNESCO Committee of Experts on the Application of the Recommendations concerning
Teaching Personnel, Final report, 12th Session, 2015 (ILO, 2015).
3
The report of the 12th Session of the Joint Committee was reviewed by the ILO Governing Body at
its 325th Session in November 2015.
201 EX/19 Part III
Annex – page 4
formally consulted on the TPAP or involved in its implementation. The union requested a
mission by the Joint Committee to Cambodia to examine issues raised in the allegation.
6. In its final response, the Government of Cambodia affirmed its implementation of the TPAP,
and pointed out that, in the formulation of the plan, school teachers and development partners
had been consulted.
7. The Government further stated that, in its view, CITA was partisan to the opposition party.
It further pointed out that the President of CITA, Mr Rong Chun, was a member of the
National Election Commission on behalf of the opposition party, and that he had led a violent
demonstration in January 2014.
III.
Findings
8. The Joint Committee welcomes the Government’s response to the allegation and notes with
interest the Teacher Policy Action Plan. The Plan appears promising as a means of improving
the status of Cambodian teachers, and the Joint Committee notes that certain provisions,
notably on teacher salaries, inclusion of teachers’ opinions on educational policies,
development of recruitment criteria and a teacher professional standard, the promotion of
teacher autonomy, and standards in relation to professional development, could address
some of the issues raised in CITA’s allegation.
9. The Joint Committee nonetheless regrets that the Government of Cambodia did not respond
to the allegations specifically. In particular, the Government has not addressed allegations
that:
(a) no teacher unions were recognized for the purpose of consultations on the elaboration
of education policies;
(b) there were no clear criteria for the promotion of teachers;
(c) there was a lack of consultation on teaching aids;
(d) there was a lack of standards regarding disciplinary and dismissal procedures against
teachers;
(e) teachers were subject to elevated contact hours;
(f)
wages remained below the level of a living wage; and
(g) the Government interfered in the activities of teacher organizations.
10. The Joint Committee reiterates its concern that the situations described above do not appear
to be in line with the principles of the 1966 Recommendation. In particular, the Joint
Committee recalls that the Recommendation sets out that:
(a) Teachers’ organizations should be recognized as a force which can contribute greatly
to educational advance and which therefore should be associated with the determination
of educational policy (paragraph 9).
(b) Teachers’ salaries should compare favourably with salaries paid in other occupations
requiring similar or equivalent qualifications, and they should provide teachers with the
means to ensure a reasonable standard of living for themselves and their families, as
well as to invest in further education or in the pursuit of cultural activities, thus
enhancing their professional qualification (paragraph 115).
201 EX/19 Part III
Annex – page 5
(c) Authorities, in consultation with teachers’ organizations, should promote the
establishment of system-wide in-service education, available free to all teachers. Such
a system should provide a variety of arrangements and should involve the participation
of teacher-preparation institutions, scientific and cultural institutions, and teachers’
organizations. Refresher courses should be provided, especially for teachers returning
to teaching after a break in service (paragraph 32).
(d) Promotion should be based on an objective assessment of the teacher’s qualifications
for the new post, by reference to strictly professional criteria laid down in consultation
with teachers’ organizations (paragraph 44).
(e) Every teacher should enjoy equitable safeguards at each stage of any disciplinary
procedure, including the right to be informed in writing of the allegations and the
grounds for them; the right to full access to the evidence in the case; the right to defend
himself or herself and to be defended by a representative of choice, and the right to
appeal to clearly designated competent authorities or bodies (paragraph 50).
(f)
Teachers and their organizations should participate in the development of new courses,
textbooks and teaching aids (paragraph 62).
(g) The hours teachers are required to work per day and per week should be established in
consultation with teachers’ organizations (paragraph 89).
11. The Joint Committee further notes the Government’s claim that CITA was not an
independent association and that its leader promoted violence. In this regard, the Joint
Committee notes that the ILO Committee on Freedom of Association has held that a trade
union’s establishment of relations with a political party or the undertaking of constitutional
political action as a means towards the advancement of its economic and social objectives
falls within the scope of freedom of association. 4 At the same time, it notes that the
Committee on Freedom of Association has held that trade union organizations should not
engage in political activities in an abusive manner and go beyond their true functions by
promoting essentially political interests. 5
12. The Joint Committee recalls that paragraph 9 of the 1966 Recommendation states that
teachers’ organizations should be associated with the determination of educational policy.
The Joint Committee further recalls that paragraphs 79–81 of the 1966 Recommendation set
out the right of teachers to engage in public life and serve in public office.
13. The Joint Committee therefore does not find that CITA’s association with an opposition
political party, or participation in the National Election Commission, should be an obstacle
to social dialogue on the working conditions and labour rights issues raised in the allegation.
The actions of the President of CITA should also have no bearing on institutional social
dialogue between the Government and CITA on these specific issues.
14. The Joint Committee at the same time takes into consideration paragraph 72, which states
that “teachers and teachers’ organizations should seek to co-operate fully with authorities in
the interests of the pupils, of the education service and of society in general”. The Joint
4
ILO, Digest of decisions and principles of the Freedom of Association Committee of the Governing
Body of the ILO, fifth (revised) edition, 2006, para. 498.
5
Ibid. para. 502.
201 EX/19 Part III
Annex – page 6
Committee therefore stresses the need for teachers’ organizations to act responsibly and keep
in mind the interests of learners in their actions.
15. The Joint Committee welcomes Cambodia’s membership in the International Task Force on
Teachers for Education 2030. In this regard it encourages full respect of the principle of the
1966 Recommendation by all Task Force members.
IV.
Recommendations
16. The Joint Committee recommends that the Governing Body of the ILO and the Executive
Board of UNESCO encourage the Government of Cambodia to:
(a) engage in specific dialogue with CITA around the issues raised in the allegation;
(b) engage in formal consultation with all relevant teachers’ associations on the
implementation of the TPAP and other education policy matters; and
(c) keep the Joint Committee informed of further developments within one year, in
particular in relation to the development and implementation of relevant policies, to
allow for monitoring of the situation and further consideration by the Committee.
17. The Joint Committee also recommends that the Governing Body of the ILO and the
Executive Board of UNESCO encourage CITA to clearly align its political actions with the
professional interests of its members, and refrain from actions that are abusive, violent or
essentially of a political nature.
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Executive Board
Two hundred and first session
201 EX/19
Part IV
PARIS, 8 March 2017
Original: English
Item 19 of the provisional agenda
IMPLEMENTATION OF STANDARD-SETTING INSTRUMENTS
PART IV
PRELIMINARY REVISION OF 1974 REGIONAL CONVENTION ON
THE RECOGNITION OF STUDIES, DIPLOMAS AND DEGREES IN HIGHER
EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (1974)
SUMMARY
The Director-General submits to the Executive Board a proposal
aimed at setting in motion the revision of the Regional Convention
on the Recognition of Studies, Diplomas and Degrees in Higher
Education in Latin America and the Caribbean (1974). This will
enable the Executive Board to make observations and decisions
thereon with a view to including this item on the provisional
agenda of the 39th session of the General Conference.
Any financial and administrative implications related to the present
document are covered by document 38 C/5 and should be
covered through extra budgetary resources in the proposed 39 C/5
(see paragraphs 17 and 18).
Action expected of the Executive Board: proposed decision in
paragraph 19.
201 EX/19 Part IV
INTRODUCTION
1.
As the only United Nations agency with a mandate in higher education, UNESCO is active in
the field of the mutual recognition of studies, diplomas and degrees in higher education as a
vehicle for promoting academic mobility and strengthening international understanding.
2.
UNESCO’s activities in this area are predominantly linked to the Organization’s standardsetting function. Indeed, in the 1970s and 1980s, six normative instruments for regulating the
mutual recognition of higher education studies and degrees were developed. These instruments,
listed here in chronological order, cover the following geographical zones: Latin America and the
Caribbean (1974); the Arab and European States bordering on the Mediterranean (the
“Mediterranean Convention”, 1976); the Arab States (1978); Europe (1979); Africa (1981); and
Asia and the Pacific (1983). Once these regional instruments had entered into force, the idea of an
international convention emerged as the natural outcome and crowning achievement of UNESCO’s
long-standing work on academic mobility and the recognition of qualifications. This led to an
attempt to draw up an international convention on the recognition of degrees by bringing together
the various regional actors at a congress in Paris in 1992. However, the Congress did not support
the drive for an international convention, preferring to advocate for a less binding document – the
1993 Recommendation on the Recognition of Studies and Qualifications in Higher Education. A
decision was made to further strengthen regional cooperation in this field.
A new generation of conventions
3.
In the early 1990s in Europe, a by-product of regional integration was stronger cooperation in
higher education. In 1992, the Council of Europe and UNESCO agreed to realign and reinforce the
European scene by creating a joint Convention on the Recognition of Qualifications concerning
Higher Education in the European Region (the “Lisbon Recognition Convention”), thus revising the
existing related conventions of the two organizations. The new draft text was presented to an
intergovernmental conference in Lisbon (April 1997) convened jointly by the two organizations. It
was adopted by consensus.
4.
The Lisbon Recognition Convention is an example of a new generation of recognition
conventions. It includes the key principle that recognition should be granted unless substantial
differences can be shown (see, e.g. Articles V.1 and VI.1). Tools aimed at enhancing transparency
such as the Diploma Supplement added value by demonstrating a more pragmatic approach. The
challenges of globalization led to the strengthening of the external dimension of the Bologna
Process, showing that increasing internationalization of higher education required better interregional networking and cooperation.
5.
The Lisbon Recognition Convention will stimulate and guide revisions of UNESCO’s other
regional conventions, which must also respond to new developments in higher education.
Therefore, although the initial goal of an international convention was not achieved, the process set
in motion by the 1992 Congress nonetheless significantly improved interregional dialogue on
issues of common interest. These issues include, among others, the assessment of credentials
earned through distance learning, the crucial importance of quality assurance and accreditation in
higher education, access to reliable and transparent information, and the assessment of prior
learning within a perspective of lifelong learning.
6.
The Lisbon Recognition Convention underlines the significance of quality assessment and its
relevance in recognizing foreign qualifications. It strengthens the link between quality assurance
and qualifications recognition on the assumption that assessment of an individual qualification
does not exist in a vacuum, but rather is firmly embedded in the education system, the higher
education institution and/or the study programme from which the qualification stems. The link
between quality assurance and qualifications recognition will be reinforced through the follow-up to
the 1999 Bologna Declaration on the European higher education area.
201 EX/19 Part IV – page 2
7.
These processes are also inspiring other regional developments. In particular, they are
generating processes for revising the regional conventions and setting up regional and global
networks for quality assurance, reinforced by the creation of regional higher education and
research areas. Indeed, dynamic changes in this direction seem to be multiplying. Examples
include the 2006 Brisbane Communiqué in Asia and the Pacific; the 2006 Strategy for the African
Union on Harmonization of Higher Education Programmes in Africa; the 2006 Catania Declaration
on the Euro-Mediterranean Area of Higher Education and Research; and the 2000 European Union
Latin American and Caribbean (EULAC) initiative, which has matured into the 2008 Latin American
and Caribbean Research and Higher Education Area (ENLACES).
8.
Due to the transformations in higher education systems, policies and environments,
processes of revision of the regional conventions have been undertaken. Hence, three of the
regional conventions have already been revised, including: the Convention on the Recognition of
Qualifications concerning Higher Education in the European Region (Lisbon Convention, 1997),
the Asia-Pacific Regional Convention on the Recognition of Qualifications in Higher Education
(Tokyo Convention, 2011) and the Revised Convention on the Recognition of Studies, Certificates,
Diplomas, Degrees and Other Academic Qualifications in Higher Education in African States
(Addis Convention, 2014). It is foreseen that revision processes will gradually be carried out and
completed in all the regions.
Revising the 1974 regional Convention on the Recognition of Studies, Diplomas and
Degrees in Higher Education in Latin America and the Caribbean (1974)
9.
Member States in the Latin America and the Caribbean (LAC) region have agreed to review
the Regional Convention on the Recognition of Studies, Diplomas and Degrees in Higher
Education in Latin America and the Caribbean (1974) (hereafter “1974 Regional Convention in
LAC”) in order to update and harmonize it, taking into account present challenges of higher
education. The agreement on the need to amend the text and on the mechanism to be followed for
such purpose was adopted during the “Regional High Level Ministerial Meeting on Recognition of
Studies, Diplomas and Degrees in LAC” (Brasilia, October 8-9 2015). The meeting was organized
by UNESCO’s Category 1 Institute, the International Institute for Higher Education in Latin America
and the Caribbean (IESALC), with generous support from Brazil.
10. IESALC serves as the Secretariat for the 1974 Regional Convention in LAC with technical
backstopping from the Headquarters.
11. During the Ministerial meeting in Brasilia in 2015, the representatives agreed “to facilitate and
support the revision process, jointly with the creation of new ad-hoc mechanisms towards its
implementation”. They agreed to request IESALC to convene a Working Group to review and
update the Convention, with a view to proposing a new text to Member States by 2018. The
Working Group is also asked to develop a strategy to support the viability of the process, in close
collaboration with key experts and strategic alliances.
12. A Working Group composed of representatives of Member States with due respect to the
region’s geographical diversity, and internal organizations was established during the Ministerial
Meeting. The first meeting of the Working Group for the review of the 1974 Regional Convention in
LAC, was organized by IESALC (Havana, February 17-18 2016), with generous support from
Cuba. The Working Group agreed on a number of areas requiring modifications to adjust the 1974
Regional Convention in LAC to the current internationalization process in higher education. These
areas include, among others: considering the current international declarations and agendas;
broadening the recognition fields; updating the concepts of and mechanisms for international
integration; including a human rights perspective regarding professional exercise; improving the
conceptual framework related to “quality”; considering the communications dimensions; and linking
quality assurance with recognition.
201 EX/19 Part IV – page 3
13. The second meeting of the Working Group was organized by IESALC (Cartagena de Indias,
August 11-12 2016), with generous support from Colombia. A document was made compiling all
the proposals received before and during the revision process. On this basis, the Working Group is
developing a revised text of the Convention to be proposed to Member States.
Next steps
14. The Working Group will continue to work on the revised text and finalize its proposal in 2017.
IESALC will continue to follow-up on the process. The Director-General will continue to be
engaged with the Member States in the region to inform them of the progress.
15. In order for the Member States to adopt the revised Regional Convention, the Executive
Board may wish to recommend that the General Conference request the Director-General to
organize an International Conference of States (category I meeting) in the Latin America and the
Caribbean region in the 2018-2019 biennium. Following the consideration, amendment and
adoption of the draft text by the International Conference of States, the ratification process can
begin.
16. Should the General Conference approve, the International Conference of States will be
prepared and organized in accordance with the regulations for the general classification of the
various categories of meetings convened by UNESCO.
Financial and administrative implications
17. In 2016-2017, the resources required for convening the Working Group’s meetings are
ensured by IESALC, through generous support from extrabudgetary funds. The Secretariat will
continue to discuss with the Member States of the region to identify a host country of the
International Conference of States who can bear the necessary costs. Furthermore, in the next
quandrennium (2018-2021) extrabudgetary funding will be required for the Secretariat to have
sufficient financial and human resources to prepare the Conference and more importantly, support
the Member States in the ratification process. The Secretariat aims to provide concrete information
concerning the host country to the General Conference, should the Executive Board recommend
that this item be placed on the agenda of its 39th session.
18. With the processes listed above in mind, and in order to allow the adoption of the revised text
of the Regional Convention on the Recognition of Studies, Diplomas and Degrees in Higher
Education in Latin America and the Caribbean, an intergovernmental conference must be
convened by UNESCO in Latin America and the Caribbean in 2018-2019. Following the
consideration, amendment and adoption of the draft text by this regional intergovernmental
conference, the ratification process can begin.
Action expected of the Executive Board
19.
In the light of the foregoing, the Executive Board may wish to adopt the following decision:
The Executive Board:
1.
Having examined document 201 EX/19 Part IV,
2.
Reaffirming the importance of promoting academic mobility by facilitating mutual
recognition of qualifications in higher education,
3.
Acknowledging the important role UNESCO plays in this field, particularly through its
conventions and recommendation on the mutual recognition of studies, diplomas and
degrees in higher education,
201 EX/19 Part IV – page 4
4.
Conscious that significant changes have taken place in higher education in a more
globalized world and that there is a need therefore for a new generation of recognition
conventions to respond to new challenges,
5.
Recommends that the General Conference, at its 39th session, adopt a resolution in
which it:
(a)
decides to convene, during the 2018-2019 biennium, an international conference
of States (category I), with a view to examination and adoption of amendments to
the 1974 Regional Convention on the Recognition of Studies, Diplomas and
Degrees in Higher Education in Latin America and the Caribbean;
(b)
authorizes the Executive Board to take appropriate measures, if any, for the
successful convening of this conference.
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