Education Sector Strategy on standard‐setting instruments in the field of education (2015‐2021) July 2015 Introduction and context At its 195th session, the Executive Board requested the Director‐General to submit to the Executive Board at its 197th session for its approval, ‘a proposal for a strategy to improve visibility, ratification, implementation, monitoring and cooperation in the context of standard‐setting instruments in the field of education, taking into account, if necessary, the conclusions of the working group on the working methods of the Committee on Conventions and Recommendations’.1 This proposal for a Strategy by the Education Sector aims at improving the visibility and application of normative instruments, enhancing cooperation, supporting capacity‐building and making better use of normative instruments as tools. This will help to advance UNESCO’s mission and mandate and to forward the implementation of the post‐2015 education agenda. The Strategy applies to the global and regional standard‐setting instruments, and possible future instruments, in the field of education.2 In parallel to the process of elaboration of the proposal, the Education Sector has been reflecting on suggestions to improve the working methods of the CR Committee and has submitted proposals and suggestions that were presented at the 196th Session of the Executive Board (April 2015). The present Strategy is consistent with the conclusions of the Working Group on the working methods of the CR 3
Committee. 1
http://unesdoc.unesco.org/images/0023/002306/230601e.pdf, p. 30, para 15‐6 This refers to standard‐setting instruments as covered by the terms of Article IV, paragraph 4, of UNESCO’s Constitution, that is to say conventions and recommendations. In the field of education, it include the following Conventions (ratifiable and having binding force) and Recommendations (not ratifiable but having political and moral force) ‐
The UNESCO Convention against Discrimination in Education (1960) ‐
The UNESCO Convention on Technical and Vocational Education (1989) ‐
The UNESCO Recommendation against Discrimination in Education (1960) ‐
The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) ‐
The UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974) ‐
The UNESCO Recommendation on the Development of Adult Education (1976) ‐
The UNESCO Recommendation on the Recognition of Studies and Qualifications in Higher Education (1993) ‐
The UNESCO regional Conventions on studies and qualifications in higher education: Europe (1997 Lisbon), ASPAC (2011 Tokyo), Africa (2014 Addis Ababa), Latin America and the Caribbean (1974 Mexico City), Arab States (1978 Paris) and Mediterranean (1976 Nice) ‐
The UNESCO Recommendation concerning the Status of Higher‐Education Teaching Personnel (1997) ‐
The UNESCO Revised Recommendation concerning Technical and Vocational Education (2001) 3
See document 196 EX/36: http://unesdoc.unesco.org/images/0023/002327/232740e.pdf 2
2 ED/PLS/EDP/2015/01 1.
Objective and modalities Overall objective 1. The overall objective of the Strategy is to improve visibility, ratification, implementation, monitoring and cooperation in the context of standard‐setting instruments in the field of education with a view towards making better use of the instruments to advance UNESCO’s overall work, including the achievement of the post‐2015 education and development agenda. 2. The five key inter‐related dimensions – visibility, implementation, monitoring, cooperation and ratification4 – constitute the basis for developing and operationalising this Strategy. These are considered separately and collectively. 3. Currently, the Organization’s work on normative instruments is not sufficiently integrated in the design and implementation of programme activities or sufficiently applied in national legal and policy frameworks. Normative instruments would gain from being more strongly integrated within the work of the Education Sector, on a systematic basis. This would be helpful in building a sense of ownership across the Secretariat and by Member States, and in maintaining a supportive environment for UNESCO’s normative work.5 Timeframe 4. The present Strategy covers the period 2015 to 2021. This strategy paper is fully aligned with and builds upon the Education Sector Strategy (2014‐2021), and the eight‐year medium‐term Strategy of the Organization (2014‐2021), as a stepping stone in the post‐2015 agenda. It draws on these documents and seeks to contribute to their successful implementation. Budget and resources 5. The full implementation of the proposed Strategy is subject to availability of additional resources, both from the Regular Programme budget and from extra‐budgetary resources. ‘Core elements’ of the Strategy are supported by available resources, while other elements will require resource mobilisation, including additional human and financial resources. 6. For the implementation of the Strategy, the expertise and internal capacity in the normative work will have to be strengthened across the Education Sector, particularly in Field Offices, as they are the first point of contact with Member States. It will also be particularly important to rethink the division of labour between Headquarters, Field Offices – regional, cluster and national – and Institutes and clarify their respective roles. 2. UNESCO’s normative action in the field of education in light of the post‐2015 development agenda 7. UNESCO’s normative work includes setting norms and standards in its fields of competence and supporting and monitoring their implementation.6 Standard‐setting represents one of the main 4
This last dimension only applies for instruments that can be ratified, that is to say, conventions. The present Strategy will also contribute to the implementation of UNESCO’s three strategic objectives for education 2014‐2021, which are: (a) supporting Member States to develop education systems to foster high quality and inclusive lifelong learning for all; (b) empowering learners to be creative and responsible global citizens; (c) advancing Education for All (EFA) and shaping the future international education agenda. 6
As established by the Task Force on Evaluation of Normative Work at the United Nations Evaluation Group (UNEG) Annual General Meeting (in 2012), the normative work includes three main categories : a) the development of norms and standards; b) the support to governments and others to integrate the norms and standards into legislation, policies and development plans; c) the support to governments and others to implement legislation, policies and development plans based on the international norms, standards and conventions. 5
3 8.
constitutional and strategic functions of UNESCO and an important tool for realising the goals for which the Organization was created. As provided by its Constitution, the Organization may adopt conventions, which are legally binding for Member States that ratified them, and recommendations setting out principles and norms intended to guide the action of Member States in specific fields of activity. In the field of education, the Organization has adopted so far two international conventions, five regional conventions and seven international recommendations.7 The main areas covered by UNESCO’s standard setting instruments include non‐discrimination and equality of opportunities, education for peace and human rights, technical and vocational education and training, adult learning and education, teacher’s status and conditions, and the recognition of studies and qualifications in higher education. These areas constitute the various key dimensions of the right to education which is at the very heart of UNESCO’s mission. UNESCO’s normative framework provides a unique global platform for international cooperation and dialogue. This holistic and human rights‐based framework guides the Member States in the implementation of the instruments and creates a culture of accountability. The implementation of the Organization’s conventions and recommendations in education and its programmes engage Member States in dialogue and cooperation at the international and regional levels. Through normative action, UNESCO also facilitates sharing knowledge and best practice at the policy level. The normative work of UNESCO across the education sector represents a comparative advantage that should be intensified, supported and further showcased, particularly in the context of the post‐2015 education and the sustainable development agenda as a whole. 10. Indeed, the post‐2015 sustainable development agenda provides opportune momentum to intensify UNESCO’s normative action in the field of education. The Incheon Declaration Education 2030: Towards 8
inclusive and equitable quality education and lifelong learning for all’ adopted in May 2015 encourages countries to “ensure inclusive and equitable quality education and promote life‐long learning opportunities for all”. This rights‐based approach, promoted by UNESCO, is at the very foundation of the agenda. The new agenda is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. The Declaration reaffirms that education is a public good, a fundamental human right and a prerequisite for the realisation of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. It also recognises education as key to achieving full employment and poverty eradication. Special emphasis is placed on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach. 11. Moreover, the Declaration reaffirmed that the fundamental responsibility for successfully implementing this agenda lies with governments. Countries agreed to establish legal and policy frameworks that promote accountability and transparency. The Declaration also calls for strong global and regional collaboration, cooperation, coordination and monitoring of the implementation of the education agenda 9.
7
It include the following Conventions (ratifiable and having binding force) and Recommendations (not ratifiable but having political and moral force): The UNESCO Convention against Discrimination in Education (1960); The UNESCO Convention on Technical and Vocational Education (1989); The ILO/UNESCO Recommendation against Discrimination in Education (1960); The UNESCO Recommendation concerning the Status of Teachers (1966); The UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974); The UNESCO Recommendation on the Development of Adult Education (1976); The UNESCO Recommendation on the Recognition of Studies and Qualifications in Higher Education (1993); The UNESCO regional Conventions on studies and qualifications in higher education: Europe (1997 Lisbon), ASPAC (2011 Tokyo), Africa (2014 Addis Ababa), Latin America and the Caribbean (1974 Mexico City), Arab States (1978 Paris) and Mediterranean (1976 Nice); The UNESCO Recommendation concerning the Status of Higher‐Education Teaching Personnel (1997); The UNESCO Revised Recommendation concerning Technical and Vocational Education (2001). 8
https://en.unesco.org/world‐education‐forum‐2015/incheon‐declaration 4 based on data collection, analysis and reporting at the country level, within the framework of regional entities, mechanisms and strategies. 12. The global agenda could be further advanced through UNESCO’s education‐related normative instruments. Indeed, the agenda is rights‐based, holistic, sector‐wide and lifelong, as are the education‐
related instruments when combined. In light of Education 2030 and in terms of implementation, these instruments will play a key role in the monitoring process based on the Framework for Action. 13. In addition to this international momentum, revision and adoption of normative instruments during the period covered by the Strategy provide a critical opportunity to capitalise upon UNESCO’s Conventions and Recommendations in education. Furthermore, strengthening UNESCO’s normative action would contribute to further promote the World Programme for Human Rights Education (2005‐ongoing), in order to advance the implementation of human rights education programmes in all sectors.9 14. Therefore, UNESCO education‐related instruments are powerful tools for promoting, advocating for and supporting the development of resilient future education and lifelong learning policies and systems. National action aimed at making quality education accessible and meaningful to all must be emphasised strongly; concrete measures taken by Member States in accordance with their legal obligations under the normative instruments contribute to this process. In this context, the visibility and the monitoring of the normative instruments are of crucial importance in order to ensure an education that is effective, inclusive and of quality, and to counter persistent inequalities in access, participation and learning outcomes at all levels, particularly for the most vulnerable groups. 3.
Areas of work 15. The Strategy is aimed at ensuring that UNESCO’s standard‐setting instruments form a central element of education programme work across all the functions and activities conducted by UNESCO in this field. The objective is to mainstream the normative work, reinforce explicit linkages between the various activities carried out by the Education Sector and standard‐setting instruments, and fostering synergies with UNESCO’s other programme sectors, notably the Social and Human Science Sector. To that end, the Education Sector identifies five areas of work: visibility, implementation, monitoring, cooperation and ratification. 16. Bearing in mind the comparative advantage of UNESCO normative instruments, it is highly important to ensure that these instruments form the frame of reference of all UNESCO programmes in education. An integrated approach based on this framework within the main functions of the Organization will be preferred over unrelated activities that have limited impact in terms of visibility, implementation and outcomes. It will also ensure that programme activities remain focused on UNESCO’s core functions, concentrating in particular on upstream policy‐related work, normative work and related capacity development. 9
On 10 December 2004, the United Nations General Assembly proclaimed the World Programme for Human Rights Education. The World Programme seeks to promote a common understanding of basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. The World Programme is structured in consecutive phases, in order to further focus national human rights education efforts on specific sectors/issues. The first phase (2005‐2009) focused on human rights education in the primary and secondary school systems. The second phase (2010‐2014) focused on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel. The third phase (2015‐2019) focuses on strengthening the implementation of the first two phases and promoting human rights training for media professionals and journalists. 5 17. In line with the UNESCO’s Medium‐Term Strategy (37 C/4), global normative work is mostly carried out by Headquarters10. Regional bureaux and national offices will be actively involved in all areas of work so that they fully participate in promoting the normative instruments, supporting their implementation and monitoring, fostering cooperation and advocating for the ratification. 3.1 Visibility Specific objective: Improve communication on normative instruments and on UNESCO’s work, intensify awareness‐raising, and promote more focused information‐sharing 18. UNESCO’s normative work in education lacks visibility both internally and externally. UNESCO’s staff needs to gain more knowledge on normative instruments. Likewise, partner organizations, other United Nations agencies, as well as the general public, are not sufficiently familiar with UNESCO’s standard‐
setting instruments and their provisions. These conventions and recommendations would need to be made widely known, including by Member States themselves. 19. In order to make normative instruments more visible, a public information and communication plan for better awareness‐raising and information‐sharing on standard‐setting instruments will be developed. UNESCO will strengthen their visibility through various tools and communication material, information sessions at various levels and further mobilisation of relevant actors and networks. Information will also be shared in various formats with UNESCO’s governing bodies with a view to provide Member States with a thorough understanding of the conventions and recommendations in education. 20. Visibility of the work of the Education Sector related to normative instruments will also be expanded through the large dissemination of documentation and materials in national or local languages, when possible, for a wider reach. Field offices, and particularly Regional Bureaux, will play a crucial role in this strategy, as they will ensure that the information is relayed to national authorities. 3.2 Implementation Specific objective: Strengthen technical support, capacity‐building and resource mobilisation 21. Direct support to Member States to help countries implement the provisions provided by the standard‐
setting instruments in education will be reinforced. Technical support will be provided and additional resources will be mobilised to assist Member States. Moreover capacity‐building programmes to support the effective implementation of the conventions and recommendations at the national level will be further developed. Guidelines to review laws and policies on the right to education, as well as other thematic guidelines, will be developed to support the implementation of the instruments. 22. In line with the organization of programme work in the 37 C/4, supporting national implementation will remain within the field of competence of field offices, with support by Headquarters. Together with Institutes, regional bureaux, field offices and key partners (for instance the National Commissions), operational actions for assisting Member States to implement the related provisions will be envisaged, within available and mobilized resources and capacities. The roles and responsibilities of Institutes, Regional Bureaux and Field Offices will be further clarified, and implementation mechanisms will also be developed for accountability purposes. 10
For the specific case of the regional Conventions on the recognition of studies and qualifications in higher education, the monitoring work is also carried out at the regional level. 6 3.3 Monitoring11 Specific objective: Strengthen existing mechanisms, develop focused activities and foster synergies between stakeholders 23. The monitoring of the implementation of conventions and recommendations by Member States is affected by their lack of visibility and their incomplete implementation at the national level. Special attention will therefore be paid to reinforcing and improving broad understanding of the monitoring obligations, processes and mechanisms, including through existing partnerships and key networks. It is equally important to ensure that due consideration is given to enhance monitoring processes. The objective is to ensure that conventions and recommendations can serve as guiding principles in the various areas they cover, and be the starting point of the reflection for policy‐making processes. They will also be presented as key resources to inform discussions with partners, including civil society and the private sector. 24. This area of work will focus on strengthening existing monitoring mechanisms, e.g. the Global Report on Adult Learning and Education (GRALE), designing more focused activities and fostering synergies between stakeholders. 25. Efforts will be made to identify indicators that contribute to improving monitoring of the implementation of standard‐setting instruments, through closer cooperation with UNESCO Institute for Statistics in this area. These resources will be mobilised for the reporting on the implementation of the main features of UNESCO’s conventions and recommendations in education. In addition, training of selected UNESCO staff in the field will be envisaged, in order to share monitoring responsibilities. 26. Special attention will be paid to ensuring complementarity of monitoring processes under the various normative instruments developed by the United Nations and UNESCO. To that end, collaboration with the United Nations system, including human rights bodies12 and the Special rapporteur on the right to education, as well as with other relevant inter‐governmental organizations and stakeholders, will be further reinforced and deepened. Closer cooperation between human rights bodies and the Committee on Conventions and Recommendations (CR) of the UNESCO’s Executive Board will also be established. 3.4 Cooperation Specific objective: Establish and strengthen more efficient channels promoting knowledge‐sharing, peer‐
learning and collaboration 27. Cooperation will be a core area of work for the Strategy given that all the work on normative instruments will be directed towards fostering cooperation. UNESCO will take an active role in 11
This dimension is closely related to the recent work on the revision of the working methods of the Committee on conventions and recommendations (196/EX36). The ED Sector had submitted concrete suggestions on how to improve the monitoring of the standard‐
setting instruments and make it more efficient, relevant and comprehensive.
See at http://unesdoc.unesco.org/images/0021/002132/213229e.pdf In order to make the monitoring exercise more efficient, it is important to go beyond the decisions taken by the 196th session of the Executive Board and retain some of the proposals that were put forwards especially those relating to the organization of online platforms, to the possibility of limiting the scope of reporting (geographical and thematic), and to the partial decentralisation of the process as well as the involvement of NGOs. 12
It refers, amongst others, to the Human Rights Council (HRC), the Universal Periodic Review (UPR), the Committee on Economic, Social and Cultural Rights (CESCR), the Committee on the Rights of the Child (CRC), the Committee on the Elimination of Discrimination against Women (CEDAW), and the Committee on the Rights of Persons with Disabilities (CRPD). 7 harnessing cooperation among different key stakeholders and will act as a facilitator between Member States. Exchange of good practices among countries will be encouraged and promoted, through multiple channels. 28. UNESCO will encourage countries to discuss specific issues relating to the instruments, to share experience, and be inspired by actions taken by other countries to implement the instruments. This room for dialogue and peer‐learning on good practices will boost partnering and networking among Member States. This will also offer to Member States the possibility to discuss and consider further regulation for emerging trends in education. 29. Furthermore, cooperation between UNESCO, United Nations organizations, in particular the International Labour Organization (ILO), the United Nations Children’s Funds (UNICEF) and the United Nations Office of the High Commissioner for Human Rights (OHCHR), and other inter‐governmental organizations will be reinforced so as to create a more supportive environment for the implementation of standard‐setting instruments by Member States. 3.5 Ratification Specific objective: Identify difficulties and challenges faced by Member States and offer tailored assistance 30. Higher levels of ratifications to UNESCO’s conventions could be achieved in the field of education.13 New ratifications will be further encouraged, with a view to reach universal ratification to the instruments. Higher global rates of ratification will, indeed, assist in creating a community of States Parties, sharing the same normative framework. This will contribute to ensuring that UNESCO’s instruments form the overarching framework of the Education Sector. 31. The recent ratifications to the Convention against Discrimination in Education, the proposal for a global convention in the field of higher education, the revision processes of regional Conventions on Higher Education and of the Recommendations on Technical and Vocational Education and Adult education, as well as the post‐2015 agenda‐setting provides good momentum to promote the education‐related standard‐setting instruments. This momentum will be seized to accelerate the number of ratifications. 4.
Methodology for implementing the Strategy on standard‐setting instruments in the field of education 32. The proposed methodology to operationalise the Strategy will focus on (1) adopting an approach that mainstreams the normative work across the Education Sector, (2) developing measures supporting the implementation of the Strategy, and (3) given its strong potential and unparalleled reach, upgrading the current Global Database on the Right to Education to an Observatory where each of the areas of work will be implemented and fostered. Mechanisms and programme activities that contribute to several areas of work at the same time will be particularly encouraged. 33. A clear division of labour across the Education Sector between Headquarters, Field Offices and Institutes, will be undertaken to further clarify corresponding roles and responsibilities. This is expected to have a positive effect, as requests and expectations of Member States will be channelled in a more 13
http://portal.unesco.org/en/files/49270/14283152381196_EX_19_Part_I_Annex__.pdf/196%2BEX%2B19%2BPart%2BI%2BAnnex%2B%2
B.pdf, pp.1‐2 and 5‐6 8 efficient and institutionalised way. This will also improve the visibility, implementation, monitoring, cooperation and ratification. 4.1 Mainstreaming and enhancing the normative work across the Education Sector 34. Implementing the Strategy requires adopting an integrated approach to further mainstream and enhance the normative work across the Education Sector, and beyond, with UNESCO’s other programme sectors. That will ensure that the normative instruments form the overarching framework for designing and implementing programme activities and for advancing UNESCO’s work. In this respect, it will be also necessary to mobilise and maintain a network of focal points on normative instruments/right to education in Field Offices. Regional Offices will have a key role to play in the coordination of the focal points in their respective regions and in interacting more regularly with Headquarters. 35. Mainstreaming and enhancing this normative work will be advanced through well‐designed regular programme and extra‐budgetary activities taking full account of the significant standard‐setting arsenal in the field of education. This will ensure that standard‐setting instruments and their main components feature, in a meaningful way, in the design of, for instance, the various programme activities, meetings, conferences, workshops, studies, publications and communications materials conducted at headquarters and Institutes, as well as in the field in terms of national implementation. In concrete terms, since the normative framework in the field of education provides a unique global platform for international cooperation and dialogue, the normative work must be mainstreamed into all the work undertaken by the Sector and further enhanced so that the normative dimension establishes a holistic framework for action using a human rights‐based approach. In addition, this approach will create a virtuous circle, as the instruments will inform the rest of UNESCO’s work and interactions with Member States, and these interactions will help inform the future normative work. 36. Within this context, particular emphasis will be placed on accompanying Member States in the effective implementation of the normative instruments and their monitoring, supporting capacity‐building, enhancing knowledge management and promoting good practices. The Education Sector will strive to promote conventions and recommendations as key assets informing and guiding national policy‐making processes. The normative instruments will also serve as relevant resources to elaborate guidelines in discussions with civil society and the private sector on the various themes covered by the instruments. 4.2 Measures supporting the implementation of the Strategy 37. Measures supporting the implementation of the Strategy will be developed within the framework of the above mentioned areas of work. Reinforcing communication, awareness‐raising and information‐sharing on Standard‐Setting Instruments 38. UNESCO will strive to provide comprehensive sources of information related to education standard‐
setting instruments. The existing website on Norms and Standards in Education will be revitalised and highlighted, with particular attention paid to strengthening links with other related thematic websites. Communication on standard‐setting instruments and their respective provisions will be strongly enhanced, especially through communication material and toolkits including the texts, flyers on their importance and relevance, as well as information on their main features. In particular, specific information on normative instruments (for instance related to the agenda and news or concerning revision processes) will be widely disseminated, in order to enhance and expand the visibility and knowledge on normative instruments and more generally UNESCO’s normative action. In this context, particular attention will be paid to developing internal capacities, at Headquarters and Institutes, and in field offices. Through a series of regional and sub‐regional orientation workshops on Global Citizenship 9 Education, and through programmes relating to Teaching Respect for All and education about the history of past genocides and mass atrocities, UNESCO will promote, disseminate and increase understanding of education policy‐makers and stakeholders, UNESCO field staff about the 1974 Recommendation, reporting procedures and expectations in terms of cooperation and reporting. 39. The organization of information sessions with the representatives of UNESCO’s regional groups, as well as public events with partners and civil society are also envisaged in order to increase the visibility of the instruments. Information and resources will also be shared with UNESCO’s governing bodies. In addition, the Education Sector will strive to ensure the visibility of normative instruments in different fora and platforms (e.g., the Teacher Task Force). 40. Special efforts will be made to reinforce the visibility of UNESCO’s conventions and recommendations within the framework of cooperation with United Nations human rights bodies. Furthermore, the Education Sector will ensure that better use is made of annual reports of the Special Rapporteur on the Right to Education. This will be a valuable opportunity to intensify advocacy on UNESCO’s normative action. 41. In addition, in the context of the post‐2015 agenda, activities will be developed in Member States in cooperation with the National Commissions, such as specific events to raise awareness on and visibility of standard‐setting instruments with emphasis placed on three key pillars: (1) equity, equality of opportunities and quality; (2) links with the labour market; (3) lifelong learning. Such events could be organized in cooperation with the Platform for Human Rights Education and Training.14 42. As a way to promote and increase the visibility of the 1966 and 1997 Recommendations on the Status of Teaching Personnel, UNESCO will continue to celebrate World Teachers’ Day to emphasise the importance of having well‐trained, motivated and supported teachers for quality education. Visibility of these Recommendations will also be strengthened through information sessions with Member States and other teacher‐related stakeholders who can help disseminate the Recommendations’ User’s Guide. Providing direct support to States within the framework of reviews conducted by UN human rights bodies 43. Within available resources, sustained support will be provided to Member States for building appropriate legal, institutional and policy frameworks and for reviewing existing mechanisms, especially through the Universal Periodic Review (UPR). The intervention of the Education Sector will be strengthened both upstream and downstream. (1) Preparation of the ‘country review’ (upstream) 44. In order to further support the review of countries by human rights bodies (such as the Universal Periodic Review ‐ UPR), the Education Sector will prepare a more focused and detailed contribution to this process, so that it covers all themes addressed by standard‐setting instruments. Through the development of internal capacity and expertise, the different teams of the Sector will be involved and will elaborate more specific recommendations to inform the review process, based notably on the provisions of UNESCO’s standard‐setting instruments. Other relevant UNESCO’s programme sectors, such as the Social and Human Sciences Sector, will also be involved in the process. 45. In addition, in order to help countries with limited capacity to prepare their own national reports, direct support and assistance will be provided. This will be developed based on recent experience with countries seeking UNESCO’s assistance, on a case‐by‐case basis, for the preparation of national reports 14
The Platform for Human Rights Education and Training is an informal cross‐regional grouping of seven Member States – Costa Rica, Italy, Morocco, the Philippines, Senegal, Slovenia and Switzerland – that aims at promoting human rights education and training. 10 for United Nations human rights bodies. The Guidelines for reviewing national legal and policy frameworks regarding the right to education, currently undergoing pilot‐testing, have been instrumental in joining the review of legal and policy frameworks to the preparation of such national reports. After the pilot‐testing phase, a revision of the Guidelines will be undertaken, building on feedback received. This will provide a good opportunity to expand the scope of this activity, to include other dimensions covered by UNESCO’s education‐related normative instruments, and will allow a more efficient and comprehensive monitoring of UNESCO’s normative instruments. Moreover, by involving UNESCO’s field offices, Ministries, and other partners including other United Nations Agencies, this process is also effective in strengthening cooperation between different stakeholders. (2) Direct support for the implementation of the human rights Recommendations at the country level (downstream) 46. UNESCO will take an active role in supporting countries to implement human rights recommendations (notably the UPR). The Education Sector, and in particular Field Offices, will be more involved in the process, and in United Nations human rights working groups, in order to provide direct support to States for the implementation of country recommendations falling within the Sector’s field of expertise, including through resource mobilisation. The opportunity of UNDAF/UNDAP preparation will also be seized to include a strategic intervention in supporting Member States to implement the standard‐
setting instruments. Field Offices will have the responsibility to identify such an entry point as part of United Nations Country Teams. This will also contribute to promoting UNESCO’s normative action within the United Nations system and raise the visibility of conventions and recommendations. Providing technical support to the national implementation of UNESCO’s Conventions and Recommendations 47. Technical support will also be provided for implementation of the provisions of the normative instruments, with a view to strengthening national capacities. 48. Sector‐wide policy reviews will be more closely linked to the provisions of normative instruments, and will be instrumental in technically supporting their implementation at the national level. Guidelines for the review of policies, as well as thematic guidelines, will be developed or revised to further support the implementation of the instruments. For example, Guidelines for TVET Policy Review will be updated in line with the relevant standard‐setting instruments, and will serve as tools for national policy reviews and policy development. Other thematic guidelines will be developed in the future and will support the further operationalisation of the normative instruments. 49. Other activities to support national implementation will include, for instance, capacity development through tailored training, as well as regular information meetings to raise awareness and encourage Members States to further implement the provisions of the standard‐setting instruments. For example, a handbook on the legal framework of the right to education will be prepared to serve as a reference tool for the design and organization of future modules and workshops. It will be conceived as a practical means of enhancing knowledge and capacities on the various aspects of the right to education, its implementation and the monitoring procedures, amongst others. 50. Capacity‐building workshops that strengthen national implementation of the 1966 and 1997 Recommendations on the Status of Teaching Personnel will aim to facilitate social dialogue among government representatives, teachers’ organizations and private school employers. In particular, these workshops will aim to facilitate dialogue and consensus around issues and challenges related to the non‐
application of the provisions of the Recommendations in a given country. This should address, among others, the advantages of the Recommendations’ allegation procedure as a constructive and less confrontational tool for all parties involved. 11 51. Based on the outcomes and discussions of the capacity‐building workshops on Global Citizenship Education including peace and human rights education, UNESCO will ensure follow‐up to these workshops and will provide assistance and advice to Member States through Field/Regional Offices for the implementation of the 1974 Recommendation in the area of peace and human rights education. Moreover, UNESCO will provide support to Member States through Field/Regional Offices for the use of the Teaching Respect for All Implementation Guide in those countries interested in promoting and integrating the tool for policy review/revision/formulation/evaluation; curriculum review/revision/development; teacher training; use in educational institutions and use in communities. UNESCO will also provide support to Member States to include instruction on past violations and on the causes, dynamics and consequences of atrocity crimes, notably the Holocaust, in particular through curriculum review, revision and development, and capacity building of education stakeholders. Improving the monitoring of standard‐setting instruments 52. The Education Sector will strive to improve the monitoring of standard‐setting instruments. Efforts will be dedicated to enhancing UNESCO’s participation in country reviews by the UN human rights treaty bodies. Special attention will be paid to providing them with quality and comprehensive information, including an analysis of progress realised and challenges faced by the countries as well as specific recommendations. Field offices will be greatly involved in this process. Furthermore, UNESCO will participate more regularly in sessions and panels organized by human rights bodies. 53. Efforts will be pursued to improve the monitoring of normative instruments within the Committee on Conventions and Recommendations (CR) of the Executive Board, through closer collaboration with United Nations human rights committees, with a view to fostering synergies. Exchange of information between members of the CR and UN human rights bodies will also be reinforced to offer room for improving monitoring processes. The Special Rapporteur on the Right to Education will be invited to present the situation of the right to education to the CR and discuss problems faced by Member States. The Chairperson of the ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART) will also be invited to share identified issues and trends on the status of teaching personnel and the subsequent recommendations for action proposed by the Joint Committee. 54. It is envisaged that further links can be made between the monitoring of standard‐setting instruments and other existing mechanisms, such as the Global Education Monitoring Report (GEMR), the UIS Global Education Digest and the Global Report on Adult Learning and Education (GRALE), in order to maximise the impact of this process. For example, UNESCO’s Global Report on Adult Learning and Education (GRALE), produced regularly to provide information on the situation of adult learning and education world‐wide, could help further support the monitoring of the revised Recommendation on ALE (2015) and its mechanisms (national reports). 55. Related to this, two global reports on the implementation of the main features of education‐related normative instruments will be developed during the period covered by the Strategy, provided that additional resources are mobilised. To have a more comprehensive picture of the state of implementation at the national level, UNESCO’s Institute for Statistics will contribute to the elaboration of the report. 56. Regarding specific instruments: for the Convention against Discrimination in Education, the monitoring will be further improved through online consultations with Member States. This will enable the Education Sector to make greater use of the information submitted by countries. In addition, the 12 development of a series of thematic mappings based on national reports will be systematically undertaken, as well as the elaboration of a compendium of practical examples, and other materials. 57. Monitoring measures will be undertaken in relation to the ILO/UNESCO Recommendation concerning the Status of Teachers (1966) and the UNESCO Recommendation on the Status of Higher Education Personnel (1997). In this regard, the monitoring role of the Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART) will be strengthened by the Secretariat designing and administering a national reporting mechanism with Member States (e.g. country report format or survey) that allows for systematic and continuous data collection every three years around the main provisions of the two recommendations. Such data, once analysed, will be considered as evidence for CEART’s policy recommendations on how to improve the status of teaching personnel. 58. Regarding the 1974 Recommendation, UNESCO will share the results of the sixth consultation with OHCHR, the International Contact Group for Citizenship and Human Rights Education will make the findings available through the global database on the right to education. UNESCO will also use the report and findings to identify gaps and opportunities to further assist Member States with the implementation of the 1974 Recommendation, through Regional and Field Offices. 59. Provided resources are available, UNESCO will carry out an assessment study on the impact of peace and human rights education programmes in cooperation with Field Offices, UNESCO Chairs and networks including the Association Schools Project Network (ASPNet). It will be carried out in a participatory way, applying a human rights‐based approach, involving training providers and beneficiaries in primary and secondary education. The assessment tool will be made available to Member States to carry out their own assessments. The findings will contribute to the implementation of the World Programme for Human Rights Education and will inform the evaluation report of the OHCHR coordinated World programme. Developing opportunities for networking and partnering 60. To reinforce cooperation between countries, exchange of information and peer‐learning will be encouraged and developed. Meetings of State Parties to Conventions will be organized by the Education Sector, subject to additional funding. The first meeting to be organized at the Headquarters could be on the Convention against Discrimination. 61. Interagency cooperation will be intensified on issues where standard‐setting instruments could be further mobilised. For instance, UNESCO will strengthen cooperation with UNICEF in the field of the rights of the child, based on UNESCO’s expertise in the field of the right to education and in the monitoring of the implementation of the Convention against Discrimination in Education. 62. Synergies through specific networks, mechanisms or fora will be created and consolidated to boost cooperation among countries and provide support to national implementation. Special sessions and meetings will be organized to allow networking and partnering. For instance, the UNEVOC Network is a useful resource for supporting the implementation and monitoring of the normative instruments concerning TVET. UNEVOC Centres may participate in international and regional activities, such as conferences or training seminars, which can potentially inform amendments to national legislations, regulations and practices to ensure compliance with obligations arising from normative instruments concerning TVET. The UNEVOC Network can be considered a major asset for raising awareness, operationalising the instruments, and for supporting the monitoring process. Regarding adult education, UNESCO’s International Conferences on Adult Education (CONFINTEA) have been used repeatedly for debates on the 1976 Recommendation on the Development of Adult Education and created the 13 momentum for its revision. It is expected that the CONFINTEA mechanisms, which include the regular organization of the international category conference every 12 years, regular triennial national reporting by Member States, regional follow‐up mechanisms and a mid‐term review, will help to mobilise national, regional and international stakeholders and partners for further implementation and monitoring of the Recommendation on Adult Learning and Education. 63. UNESCO Chairs will also be mobilised in this context. Efforts will be made to identify further relevant Chairs for the different fields covered by the normative instruments, and to involve them to a greater extent. That will also contribute to raising the visibility of the instruments. Furthermore, UNESCO will mobilise a network of parliamentarians to foster cooperation and reinforce the support to national implementation. Specific events will be organized to that end, and avenues for collaboration and information exchange between parliamentarians and the Education Sector will be explored. 64. Dialogue among Member States will be particularly fostered on certain themes. Provided that adequate funding can be mobilised, online platforms on specific components and emerging themes related to education and normative instruments (for instance on lifelong learning or the right to higher education) will be organized with Member States to exchange good practices and experiences and identify elements for future regulations. 65. Furthermore, the Education Sector will propose the organization of an ad hoc session of the Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on issues relating to the impact of privatisation of education on the right to education. Another theme that could highly benefit from a session of the Joint Expert Group is the work on the concept of the right to higher education. In‐depth reflection will be carried out on these issues, in close connection with the provisions of the standard‐setting instruments, and the 15
outcomes of the discussions will enable clarification of the applicable frameworks. 66. Research activities and expert consultations will also be conducted to propose a possible new interpretation of ‘the right to education’, in light of the evolving normative framework, current trends and general comments recently elaborated by United Nations human right bodies. This will be instrumental in defining more precisely the obligations of the key stakeholders, while adopting a holistic approach. Special consideration will be given to the post‐2015 agenda and pressing issues regarding the right to education. Broad consultations with experts will be carried out, so that this new interpretation can give as much guidance as possible for the effective implementation of the right to education for all. Intensifying efforts towards new ratifications to Conventions 67. The Education Sector will intensify its efforts to accelerate the number of new ratifications to the Convention against Discrimination in Education and to regional conventions on the recognition of studies and qualifications in higher education. A plan for ratification will be elaborated and implemented each biennium, in close consultation with field offices in countries that have not yet ratified these conventions. Individualised guidance and assistance will be offered to Member States in order to overcome potential challenges during the ratification process, provided that sufficient additional resources are secured. Regional meetings between States Parties to the Convention and non‐States Parties will also be envisioned to exchange information and good practices in order to incite non‐States Parties to ratify the Conventions. 15
When the Executive Board decided to terminate the mandate of the Joint Expert Group UNESCO (CR)/ECOSOC (CESCR) on the monitoring of the right to education in 2012, it was mentioned that this decision is adopted on the understanding that if there shall be a necessity, an ad hoc group shall be summoned to fulfil a respective mission. 14 68. Regarding specifically the Convention against Discrimination in Education, and regarding the ratification rates, there are differences between the percentages of ratifications within the UNESCO’s regional groups16 (ranging from 25% to 88%). The global rate stands at 100 Member States out of 195. It should be noted that the Convention against Discrimination in Education does not admit any reservations17 unlike other instruments referring to education. Eleven Member States have ratified since the last Consultation and several others are in the process of ratification, and this is a positive progress. However, in view of maintaining the momentum built up over the past few years, a new ratification campaign was launched in 2014. The Secretariat will ensure follow‐up especially with field and regional offices. In addition, six regional meetings will be organized between States Parties and States non‐
Parties, to exchange information and good practices with a view to inciting non‐States Parties to ratify the Convention. 69. The Convention on Technical and Vocational Education needs a specific note with regard to ratification. Technical and vocational education and training is currently regulated by two UNESCO standard‐setting instruments (the Convention on TVE, 1989, and the Revised Recommendation concerning Technical and Vocational Education, 2001). When considering the international regulation of TVET as a whole, the Secretariat considers that a Recommendation is a more suitable normative instrument than a Convention due to its greater flexibility in a rapidly changing world. As noted by the independent study on the impact of the two UNESCO standard‐setting instruments on TVET conducted in 2011 (see document 187EX/21), engaging in ratification campaigns for the 1989 Convention could be counterproductive. The 2001 Revised Recommendation concerning TVE is currently the most up‐to‐date normative instrument in this domain. This instrument is currently undergoing a revision process to reflect the new trends and issues in TVET. Assuming that the draft revised text is adopted by the General Conference of UNESCO at its 38th session; the newly revised Recommendation concerning TVET would become the most up to date normative instrument. The Secretariat advocates that the monitoring of implementation of the 1989 Convention be conducted with reference to the provisions contained in the newly revised Recommendation concerning TVET and that no ratification campaign for the Convention on Technical and Vocational Education be undertaken. Consultations with Member States to explore the future of the Convention will be envisaged. 4.3 Developing the Global Observatory on the Right to Education 70. Realising the right to education for everyone is one of the biggest developmental challenges faced today, 781 million adults are without adequate literacy skills, and 121 million children and adolescents still remained out‐of‐school in 2012, i.e. 12% of the world population, according to the 2015 Global Monitoring Report. Millions of children, adolescents and adults remain deprived of learning opportunities, and the situation is particularly alarming in countries affected by conflicts and crisis. Against this backdrop, the Education Sector has striven to develop tools that inform on the level of implementation of the right to education, contribute to government accountability and transparency in the field of education and foster international cooperation. This is one of the missions of the Global Database on the Right to Education18, launched in September 2014. Given the opportunities that the Database offers for exchanging information, it can also help to improve the quality of education, a key area for the post 2015 agenda. 16
There are the following six regional groups: Group I (Western European and North American States); Group II (Eastern European States); Group III (Latin‐American and Caribbean States); Group IV (Asian and Pacific States); Group V (a) (African States); Group V (b) (Arab States). 17
A “Reservation” is a unilateral statement made by a State when signing, ratifying, formally confirming, accepting, approving or acceding to a treaty, whereby the State purports to exclude or to modify the legal effect of certain provisions of the treaty in their application. 18
Accessible at: http://www.unesco.org/new/en/education/themes/leading‐the‐international‐agenda/right‐to‐education/database/ 15 71. The Database takes stock of the implementation of the right to education in the 195 UNESCO Member States through constitutional and legislative frameworks and educational policies. It also provides information on the status of ratification of international conventions relating to the right to education and on the monitoring of the implementation of international standard‐setting instruments. In addition, the Database is a unique source of over 1,200 national documents, compiling Member States’ constitutions, laws and decrees, as well as programmes and plans, relevant to the right to education. 72. The Database aims at assisting Member States in their reporting obligations, by providing an overview of reports submitted to UNESCO and recommendations by UN human rights mechanisms. The Database also makes the information relating to the status, implementation and monitoring of normative instruments available to the public, including NGOs/CSOs, researchers, students etc. which improves the visibility of the right to education. Relevance of the Observatory to the operationalisation of the Strategy and its key dimensions 73. The Database is, indeed, a powerful tool to mobilise, as it is particularly relevant for the nine normative instruments in the field of education and the various themes covered by these instruments. Links with the nine normative instruments in education will be further reinforced. Given its strong potential and unparalleled reach, the Sector intends to upgrade it to an Observatory on the Right to Education, where each of the areas of work will be implemented and fostered. 74. In order to develop a robust Observatory on the Right to Education, a plan of action for its further development and updating is essential. There is a serious need to expand, scale up, sustain and enrich its content, for it to become a real flagship. Such a plan of action would enable UNESCO to make full use of the functionalities and options of the Database so that it evolves into a solid Observatory on the Right to Education, sustained, and constituting a strong reference for the relevant stakeholders. However, this will be conditioned by additional funding and specific measures to ensure that human and financial resources can be dedicated to this development. 75. With a view to ensuring an overall consistency between activities, each component of the Strategy will be implemented, as far as possible, through the future Observatory. It will enable the Sector to achieve higher levels of efficiency and cost‐effectiveness in the implementation of activities. By serving as a platform connecting closely each activity to the other ones, it will offer a higher visibility to the work of the Education Sector, as a whole. In addition, the future Observatory will constitute a tool and resource of reference, not only internally for the Education Sector, but also externally for Member States, civil society organizations and the general public. 76. The future Observatory will be assigned with three key missions: Information‐sharing 77. The Observatory will centralise information relating to Member States and UNESCO’s education‐related standard‐setting instruments, including national reports submitted to UNESCO, status of ratification, and state of implementation. Relevant excerpts of recommendations by UN Special Rapporteurs, in particular the UN Special Rapporteur on the right to education will also be included. The availability of key resources – and notably national reports – will significantly encourage governments to apply the principles of responsibility and transparency, and to submit reports of good quality that can be harnessed by the Secretariat as much as possible. Through this virtuous circle, the monitoring of the standard‐setting instruments will be significantly improved. 16 78. Furthermore, the information‐sharing will give greater visibility to UNESCO’s Conventions and Recommendations and to their continuing relevance today. The future Observatory on the Right to Education will be instrumental in mobilising around the issue of ratification. Moreover, Member States will be encouraged to share relevant information on the implementation of the standard‐setting instruments on a spontaneous basis; such an ongoing monitoring process will provide the Secretariat with more up‐to‐date and relevant information to share publicly. This will constitute very valuable sharing of information, as Member States themselves will be informed of promising practices adopted by other countries. The Observatory will thus offer a sustained basis for regional and international cooperation. 79. In a complementary way, statistical data will be made available online for each country, making full use of UNESCO’s Institute for Statistics (UIS). This will complement the information gathered from Member States and provide a more comprehensive picture of the state of implementation of standard‐setting instruments at the national level. Analysis and prospective 80. Through this function of legal and policy watch, the platform will incorporate new functionalities, such as a timeline tracking progress for each country, highlighting the adoption of legal texts, relevant provisions and educational policies. It will also bring the historic perspective necessary to assess the state of implementation and the evolution of the situation in countries. A compilation of recent court laws will also be added to the platform, to see how concretely the right to education is implemented, guaranteed and enforced at the country level. 81. Based on the information collected, in‐depth analyses will be conducted and published. This will provide strong support material for the elaboration of the reports on the state of the implementation of education‐related standard setting instruments. On the basis of this analysis, it will be possible to identify emerging themes on the right to education and standard‐setting instruments that may need new or further regulation in the future. 82. UNESCO will also convey expert meetings – at the regional level – that will contribute to identifying those emerging trends and formulating relevant recommendations. Forum for technical assistance 83. The Observatory will be instrumental in supporting Member States and providing them with technical assistance. Dedicated access for Member States will be created on the platform, and will enable them to participate in an interactive way. Specific recommendations will be formulated to help countries and to engage in a constructive dialogue to strengthen the implementation of the standard‐setting instruments in the field of education at the national level. *** 17 Annex – Summary of the activities proposed in the Strategy Ratification Cooperation Monitoring Implementation Visibility Relevance for the areas of work CORE ELEMENTS SUBJECT TO ADDITIONAL RESOURCES ‘Core elements’ of the Strategy are supported by available resources These actions and tools require resource mobilisation, including additional human and financial resources Common activities to all normative instruments X X X X X Mainstreaming: Reinforcing internal capacities and UNESCO’s Conventions and Recommendations forming an overall frame of reference for activities, including capacity development X Communication, websites, sharing of information, specific tools
Dissemination of documentation in additional languages
Specific events on emerging and key areas and information sessions with regional groups, public events and synergies through specific networks X X Integration of normative instruments in sector‐wide policy reviews X X X Fostering interagency cooperation, as well as collaboration between the CR and United Nations Human Rights Bodies Information‐sharing with UNESCO’s Member States, particularly through governing bodies (presentations on normative instruments, information documents, etc.), and invitations of the UN Special Rapporteur on the Right to Education to the CR sessions Ensure visibility of normative instruments in UNESCO’s fora and events X X X Convention and Recommendations used as guidelines in policy‐making processes, as well as in discussions with partners X Mobilisation of networks, including parliamentarians and UNESCO Online platform with Members States for exchange of practice on specific themes Chairs X Improved periodic consultations of Member States
2 reports on the monitoring of the implementation of normative instruments (closer collaboration with UIS for data collection and analysis in this area) Convention and Recommendation against Discrimination in Education (CADE/RADE)
X X X Communication materials, flyers, improved right to education website
X X X Carry out regular monitoring of the Convention and Recommendation Tailored assistance for the preparation of national reports within the framework (9th consultation incl. preparation of specific Guidelines for the of CADE periodic consultations reporting; online consultations of States on their implementation; 1 meeting of States Parties at Headquarters analysis of responses and preparation of the summary report to be 18 Ratification Cooperation Monitoring Implementation Visibility Relevance for the areas of work CORE ELEMENTS SUBJECT TO ADDITIONAL RESOURCES ‘Core elements’ of the Strategy are supported by available resources These actions and tools require resource mobilisation, including additional human and financial resources submitted to the G.C. in 2017; share widely the results with partners)
Further encourage and prepare exchange of good practices notably through thematic mappings, compendiums, etc. X X X X X Preparation of the contributions of the Sector to the Universal Periodic Preparation of the Sector’s contribution to Human Rights Bodies for their reviews Review focused on the implementation of the right to education by of countries (report prepared by UNESCO, and oral presentation by field colleagues to the bodies in Geneva for a limited number of countries) countries under review Implementation of The Right to Education Law and Policy Review Assistance to countries for the preparation of their national report to the UPR and human rights committees (through the Law and Policy Review Guidelines) Guidelines for a limited number of countries Improved interagency cooperation: for example with UNICEF on the Direct support for implementation of human rights recommendations rights of the child; cooperation with the OHCHR; better use of the reports of the UN Special Rapporteur on the Right to Education and concluding observations by HR treaties X X Supporting capacity‐building: Handbook on the Right to Education
Organization of workshops for colleagues/focal points in selected Regional Offices Review of the Right to Education Law and Policy Review Guidelines and and National Commissions based on the Handbook, to develop knowledge on the CADE and on the right to education and support capacity‐building linkages with reporting mechanisms to HR bodies X X X Research and analysis on thematic issues, knowledge production,
New interpretation of the right to education
Joint Expert Group ad hoc meetings: privatisation and the concept of the right to higher education X X Plan of ratification per biennium with FOs and ROs
Tailored assistance based on ratification plan Regular ratification campaigns and preparation of advocacy materials 6 regional meetings between Parties / non‐Parties Identification of difficulties faced by States starting with the region with the lowest ratification rates – Asia‐Pacific, with support from the RO X X X X X Basic regular updating of the Global Database on the Right to Education Observatory on the Right to Education and further improvements Convention on Technical and Vocational Education and Revised Recommendation concerning Technical and Vocational Education
X X X X Mobilisation of the UNESCO‐UNEVOC Network for the dissemination of the Recommendation and as support to implementation and monitoring. X X Revision of the guidelines for TVET policy review in line with the Production of TVET thematic/regional guidelines to support implementation
relevant standard‐setting instruments. 19 Ratification Cooperation Monitoring Implementation Visibility Relevance for the areas of work CORE ELEMENTS SUBJECT TO ADDITIONAL RESOURCES ‘Core elements’ of the Strategy are supported by available resources These actions and tools require resource mobilisation, including additional human and financial resources Development of international guidelines on quality assurance and other resources The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) and the UNESCO Recommendation concerning the Status of Higher Education Personnel (1997) x Organization of the Joint Committee meetings (every three years)
x x Celebration of the World Teachers’ ‘Day every year
x Production of advocacy materials X x Regional capacity‐building workshops in the five regions to strengthen the implementation of the Recommendations one workshop per year: 40,000 USD One international workshop to share regional experience: 100,000 USD X X Design and administer a national reporting mechanism with Member Capacity building of Member States on how to strengthen their monitoring and States (e.g. country report format or survey) for data collection and reporting on the implementation of the recommendations. analysis related to countries’ implementation of the main provisions of the two recommendations. Regional Conventions on the Recognition of Qualifications In Higher Education
x x x Facilitate opportunities for networking and the sharing of knowledge Support intra‐regional initiatives aiming to strengthen networking and the sharing and good practices at regional level of knowledge and good practices x x Develop and disseminate widely tools and guidelines to support Support countries to operationalise developed tools and guidelines
implementation x Monitoring regularly the implementation of instruments
Carry out surveys on implementation at the national level and disseminate results Evaluate the impact of SSI on policy and practice Provide support to countries upon request to improve their policies and practices x x x Organize meetings of the regional recognition conventions committees Ensure the full participation of Parties and non‐Parties in these meetings
to adopt tools and guidelines, to share information and good practices and to encourage ratification of SSI by non‐State Parties x x Strengthen cooperation with relevant partners at regional and global levels 20 Visibility Implementation Monitoring Cooperation Ratification Relevance for the areas of work x x x x CORE ELEMENTS SUBJECT TO ADDITIONAL RESOURCES ‘Core elements’ of the Strategy are supported by available resources These actions and tools require resource mobilisation, including additional human and financial resources Modernise the regional recognition conventions for the Arab States region, Latin America and the Caribbean, and the Mediterranean Organize International Conferences of States to examine and adopt the modernized regional recognition conventions for the Arab States region, Latin America and the Caribbean, and the Mediterranean, and to discuss action to support/facilitate implementation x x x Develop ratification plans for each regional recognition convention in Support the enhancement of capacities at national level to advance cooperation with field and regional offices implementation of recognition conventions x x x x Develop a global convention on the recognition of qualifications in Organize consultations with Member States and key higher education higher education19 stakeholders on the draft text Hold a special committee meeting to examine the revised draft global convention on the recognition of qualifications in higher education prior to its submission to the General Conference for approval x x x Design and socialise a plan of actions to support the implementation of Hold regional consultations on the plan and structure(s) to support countries to the global convention implement the global convention Recommendation concerning Education for International Understanding, Co‐operation and Peace and Education relating to Human Rights and Fundamental Freedoms
X X X Carry out regular monitoring of the 1974 Recommendation (6th consultation covering the period 2013‐2016, incl. analyse responses by Member States; Draft the summary report to be submitted to the Executive Board in 2017; Share the results with OHCHR, the International Contact Group for Citizenship and Human Rights Education, will make the findings available through the global database on the right to education.) X X Organize one orientation workshop on Global Citizenship Education per Organize sub‐regional orientation workshops;
region that addresses the 1974 Recommendation, reporting procedures Carry out follow‐up activities to the orientation workshops through the provision and expectations in terms of cooperation and reporting of assistance and advice to Member States through Field/Regional Offices for the implementation of the 1974 Recommendation in the area of peace and human rights education; Provide support to Member States to include instruction on past violations and on the causes, dynamics and consequences of atrocity crimes, notably the Holocaust, 19
th
Should the 38 session of the General Conference (2015) authorise the Director‐General to proceed 21 Ratification Cooperation Monitoring Implementation Visibility Relevance for the areas of work X X CORE ELEMENTS SUBJECT TO ADDITIONAL RESOURCES ‘Core elements’ of the Strategy are supported by available resources These actions and tools require resource mobilisation, including additional human and financial resources in particular through curriculum review, revision and development and capacity building of education stakeholders. Provide support to Member States through Field/Regional Offices for the use of the Teaching Respect for All Implementation Guide in those countries interested in promoting and integrating that tool for policy review/revision/formulation/evaluation; curriculum review/revision/development; teacher training; use in educational institutions and use in communities; Develop a more user‐friendly version of the Implementation Guide that will be made available online. Carry out an assessment study on the impact of peace and human rights education programmes in cooperation with Field Offices, UNESCO Chairs and networks including the Association Schools Project Network (ASPNet); Develop an assessment tool to be made available online; Share the findings with OHCHR for the World Programme for Human Rights Education. Recommendation on Adult Education x x x Integrate a chapter on the revision of the 1976 Recommendation and the relevance of the new Recommendation on ALE (2015) for the international LE community to the Global Report on Adult Learning and Education (GRALE III) x x x x Use established media (CONFINTEA Newsletter, CONFINTEA Portal) to inform the international ALE community continuously about all aspects related to the revised recommendation x x x Organize launching events for GRALE III in cooperation with partners
x x x Advocate for implementation of the RALE in the context of the CONFINTEA Mid‐Term Review 2016 22