Closed > Right to Education > Co-operation > NGOs and intellectual community > International Commission on the Development of Education | guest (Read) This is a Topic in this portal - a set of web pages containing related information. Click on the About, News, Library, and other navigation links to see specific types of topic information.
 Topic Explorer Back to parent folder The Topic Explorer shows where you are in this portal's Topic Tree. Click a Topic to open it. The sitemap button will take you to an expanded view of all Topics beneath your current Topic. 
Closed
   Right to Education(15)
      Co-operation(4)
         NGOs and intellectual community(9)
            International Commission on the Development of Education(1) Current Topic

  • Printer friendly version


    • Printer friendly version Printer friendly version
    International Commission on the Development of Education
    “Learning to be, The world of education of today and tomorrow”, Report by the International Commission on the Development of Education, presided over by Edgar Faure, UNESCO, Paris, 1972, p. 313.

    This report develops the principle of equal access to education. It emphasises the universal right to education, the possibility of learning throughout his life, the educational effort and Universal basic education as a top priority for educational policies.     		? average | Votes: 0
    Topic
    ID: 13000
    Date Added: 2003-01-29 1:17 pm
    Date Modified: 2003-06-17 2:57 pm


     
     
    Extracts of the Report:

    “The path to democracy
    […]
    Progress in democratizing education
    It is certainly true that educational authorities usually declare that their ambition is for schools to help equalize opportunity. Economic requirements in some countries, ideological goals in others, the struggle for national liberation in many parts of the world and even, in some cases, the fear of social unrest, all contribute to the pressing need to make education more democratic. And they are signs of considerable progress. Both modern and traditional societies have created conditions to enable more people to attend school. Nearly all societies are trying to extend the time spent at school. Industrialized countries, whether socialist or capitalist, are continually expanding secondary and higher education. Introduction of general examinations, competitive tests and uniform methods for assessing educational achievements has abolished, de facto if not always de jure, traditional privilege. This improves education in structure, dimension and pedagogical practice.

    However, equal access to education is only necessary - not a sufficient condition. Equal access is not equal opportunity. This must comprise, equal chance of success. (Pages 70-72)
    […]
    Whatever power education has, or has not, to alleviate in its own domain inequalities among individuals and groups, a resolute social policy to correct unfair distribution of educational resources and effort is the obvious pre-condition for any progress in this respect. (Page 73)
    […]
    Equal opportunity does not mean nominal equality, the same treatment for everyone, as many still believe today; it means making certain that each individual receives a suitable education at a pace and through methods adapted to his particular person. (Page 75)”
    […]

    Innovations and search for alternatives
    In present circumstances, taking the increased possibilities for future action into account as well as experience already gained, partial reform will not in general be adequate, even if they are major ones. We must innovate and envisage fundamental alternatives to the very concepts and structures of education. (Page 181)
    […]
    Guiding principle for educational policies
    Principle
    Every individual must be in a position to keep learning throughout his life. The idea of Lifelong education is the keystone of the learning society. (Page 181)
    […]
    Recommendation
    We propose lifelong education as the master concept for educational policies in the years for both developed and developing countries. (Page 182)
    […]
    Basic education
    Principle
    All children must be guaranteed the practical possibility of receiving basic education, full-time of possible, in other forms if necessary (page 192)
    […]
    Recommendation
    Universal basic education, in a variety of forms depending on possibilities and needs, should be the top priority for educational policies in the 1970s. (Page 192)
    […]
    Selection criteria
    […]
    Principle
    Access to different types of education and professional employment should depend only on each individual's knowledge, capacities and aptitudes and should not be a consequence of ranking knowledge acquired in school above or below experience gained during the practice of a profession or in private studies. (Page 203)
    […]


     Participate These links let you contribute to the portal, rate portal information, track topics that interest you, and communicate with other users. 

    E-mail this PageE-mail this Page
    RESOURCES
    Publications
      
     ID: 13000 | guest (Read)© 2002 - UNESCO - Contact