Lifelong Learning in Latin America and the Caribbean...SECTOR DE EDUCACIÓN –UNESCO Lifelong...

SECTOR DE EDUCACIÓN – UNESCO

Lifelong Learning in LatinAmerica and the Caribbean

23 July 2018

Transforming education: a joint response from Latin America and the Caribbean to achieve SDG4-E2030

II Regional Meeting of Ministers of Education of Latin America and the Caribbean

Cochabamba, Plurinational State of Bolivia

Carlos Vargas Tamez

Regional Bureau for Education in Latin America and the CaribbeanUNESCO

SECTOR DE EDUCACIÓN – UNESCO 2

1.Objetives and methodology

2.Regional context

3.Normative and conceptual framework of LLL

4.Current trends and challenges

5.Recomendations


Objetives & methodology

• Document current education and LLL trends in the regionin the light of the different realities

• Identify relevant themes, recurrent preocupations and orientations for education policy in LAC (recommendationsand notable practices)

• Map LLL policies and non-State programmes and iniciatives (ECCE, TVET, ALE, HE)

• Secondary sources of all countries in the region

• Selection of life-long and life-wide themes (in the past 9 years)


Progress in poverty reduction (2000-2015)

Recent rise: 30.7% of the population (186 million) living in poverty and another 10% (61 millon) in extreme poverty (ECLAC, 2016)

High rates of poverty and inequality (cummulative disadvantage)

High public debt and low economic growth in the Caribbean, compunded with vulnerability to climate change (CDB, 2018)

High unemployment rates (25 million of EAP), youthunemployment (18%) and informal economy (135 million, 47% ofEAP) (ILO-CINTERFOR, 2017b)


Progress in access and provision (EFA, PRELAC, MDGs).

Expansion of basic education (ECCE, upper secondary) accompanied by school drop-out and exclusion.

Structural and motivational factors behind disengagement fromeducation (quality and relevance).

35 million adults are illiterate and 88 million have not finishedprimary education (UIL, 2017; CEAAL, 2017).

Gender discrimination, inequality, violence and unemployment.


Lifelong education and learning: a human right and public good

Key right for the realization of other human right

Interdependence of SDGs

HRBA (4 A’s)

Purpose of LLL: full development of the human personality(beyond economistic perpsectives)

LLL an organizing principle of SDG4-E2030

“Ensure inclusive and equitable quality education and promote lifelonglearning opportunities for all”.


Integration of learning and life

Learning for all

In all life contexts

Through a variety of modalities

Attending to a wide range of interests, needs and aspirations

Key: multidimensionality of LLL and its contribution to social transformation

Lifelong,

Life-wide &

Life-deep

Learning


More academic and technical production on LLL than 10 years ago. More references to LLL (particularly in the Caribbean) but less on theoperationalization of LLL in public policy

More developments in educational levels like ECCE promotingintergenerational, family, out-of-school learning. Secondary education and TVET have opned alternative learninig routes and spaces

Strong presence and heritage of popular education in the region, providing LLL with a transformational outlook; as a social practice for citizenship and participation

Few efforts in the systematization and evaluation of public and private LLL initiatives that may help illustrate the possibilities of implmenting LLL as anorganizing principle


Unequal participation between the richest households (71%) and the poorest(49%)

More regional plans, sub-regional standards and national policies for ECCE, but low particpation

Only 6 of every 10 children under 4 are registered in ECCE (OEI & IIEP, 2018). According to UNICEF, 76% of children in the region attend preprimary

High share of education financing for ECCE comes from households. In somecountries private provision is up to 90%

Issues with teacher training and the development of appropriate curricula(tensión between rigid curricula and teacher profile)

Tension between care and education (ludic dimension & classroomdimension)


Covergae of public ECCE is still limited, as is participation, especially in the 0 to3 bracket.

The ammount and quality of ECCE a child recives is highly dependent upontheir family’s resources (IIPI-OEI e IIPE-UNESCO, in press).

The development of quality curricula, guidelines and standards for ECCE isrecomended along with an improvement of the working conditions and profesional development of teachers (study programs); to increase publicprovision and to estimulate family participation: scools for parents, familyconciliation, de-feminizatión of care.

Better coordination of a variety of actors working in the different areas ofchild wellbeing is needed (like health, security, nutrition) and the role playedby parents, neighbors, and community organizations, among others.


New impetus in the region due to youth unemployment and school dropout(20% of youth NEET) and to link education with national productive strategies

31% of youth 15-29 has not finished secondary education. Only 10% isregistered in TVET. Only 1 in 9 workers receives any type of in-work training

Improve the possibilitis of decent work as a response to the precarity and casualization of labor and to value other forms of production (fair trade, social economy) in addition to entrepreneurship and self-employment

TVET curricula focus mainly on skills for work, prioritizing occupational coursesand skills, risking to narrow the curriculum to ‘hard skills’ and the purpose ofeducation

According to the IADB (2012) and the World Bank (2016), and as confirmed byemployers, the competences needed for the labor market today are social and transversal skills: teamwork, problem-solving, amomng others that are not usually delivered in TVET.


Inter-ministerial and intersectorial coordination: education, work, economy, social and human development

Legitimizing TVET and building bridges between this and other LLL routes(dual programmes, apprenticeships, work-based learning, ALE, HE)

Modernizing curriculum and infrastructure: new technologies and professions

Teacher development (beyond technical expertise); specific pedagogy, mentorship and orientation (mediators), and quality assurance

Recognition and validation of competencies; NQFs as platforms for dialogue between academia, private sector, learners and government

Rethinking the entrepreneurship and self-employment in the light ofeconomic, employment and education policies


Public programmes are organized around political goals (literacyand basic education)

Shifts in the work of civil scociety and international cooperation: content and target population (accountability, advocacy, politicalaction)

Little use of ICTs in education, ALE resources to radio and TV (tele-secundaries, Yo sí puedo)

Standard and school-like curricula

Chage of focus: literacy is no longer the main focus but secondchance secondary education and VET


De-schooling, diversifying and making more flexible curricula and transitions

Reconnecting the content of ALE with everyday life: health, employment, political and cultural participation

Prioritizing social transformation over adaptation as the aim of ALE

Link government action with that of other stakeholders likeinternational organizations, social movements, universities, churches, unions, employers, etc.

Promote South-South cooperation to systemtize programmes and share experiences on teacher training, ALE programmes and reserachon specialized themes


Diversification of higher education (VET, diplomas and certifications) and credenctialism

Astounding growth of the sector and of private provision (risingcosts and hindering access)

20% of youth in the richest countries have completed 4 years of HE vs. 1% in the poorest

Rankings, standarization and homogenizatión

Mobility and portability of degrees (NQF) braindrain and brain-gain

Towards a Global Convention: revising the Regional Agreement forthe Validation of studies, degrees and dipolmas in LAC


Improving equity in access to higher education (scholarships, open and distance education)

Adrresing the gender gap (completion, STEM)

Implementing accreditation and quality assurance mechanisms

Researching learners’ trajectories and transitions

Incentivize research, innovation and development

Proximity to the community (outreach and partnerships) and participation in the solution of social needs (service learning)


Equity and inclusion

Revising the emphasis of LLL on employment and economicgrowth

Entrepreneurship and innovation can be social too

Descentralization, autonomy and democratization

Intersectorality and intersectionality

Quality (curricula, teaching, outcomes)

Financing and priovatization of education


Thank you!To learn more:

http://www.unesco.org/new/es/santiago

@UNESCOSantiago

http://www.unesco.org/new/es/santiago

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