Youth from Latin America and the Caribbean transforming educationAugust 12, 2019
In 1999, United Nations General Assembly appointed August 12 as the International Youth Day, an annual celebration aimed at promoting the role of youth in processes of change, as well as raising awareness on the challenges and contexts faced by young people.
Chile’s “Safe Class Law”: Violence in public schools and the “regulation” of school lifeAugust 10, 2019
In 2008 UNICEF published the study “School life, an indispensable component of the right to education”, inquiring about internal regulations in educational establishments in the Metropolitan Region of Santiago, Chile. The results are surprising, for example, they showed that more than 50% of the regulations did not comply with the legal order in effect, that is, they transgressed or omitted rights, in particular regarding disciplinary matters. It was also noted that the regulations were reduced to a series of rules oriented only to disciplinary issues, which did not look at the community as a whole, nor the relationships, nor the responsibilities of all levels in the construction of reality. In addition, community participation was not validated in the vast majority of them. Finally, the study recommended not using the regulations to rule life in schools, at least not as they were then (UNICEF, 2008). (more…)
SDG 4 Review of Chile and Guatemala at the UNJuly 17, 2019
At the UN High-Level Political Forum, the platform to follow up SDGs across the world, Chile and Guatemala presented their voluntary national reviews about the implementation of this agenda. Four countries from Latin America and the Caribbean volunteered to participate in the 2019 review, reporting the actions taken for the achievement of the SDGs: Chile, Guatemala, Brazil and El Salvador. However, on the eve of the High-Level Political Forum, the last two countries announced that they would not participate in the review.
Side event during the UN Forum: “We must educate for citizenship and democracy”July 11, 2019
“One of the main challenges is to guarantee educational quality and, for that, reflect on what kind of quality we want, towards the guarantee of an education that trains people for global citizenship and the strengthening of democracy.” This was one of the reflections that were shared during the high-level discussion “Human rights at risk: impacts for education in Latin America and the Caribbean.” The meeting was held yesterday (July 10) in New York, in the context of the UN High-Level Political Forum, and as an initiative of the Latin American Campaign for the Right to Education (CLADE).
The participants in the opening table of the event were: Héctor Alejandro Canto Mejía, Deputy Minister of Education of Guatemala; Naiara Costa, from the Division of the SDGs (Sustainable Development Goals), Department of Economic and Social Affairs of the United Nations (UN / DESA); Roberto Bissio, from Social Watch; and Camilla Croso, general coordinator of CLADE.
During the discussion, the challenges of education in the region were addressed, in a context of setbacks for human rights and multilateralism, as well as of fragility of democracies. Cultural diversity; school coverage in primary and secondary school; teacher training; migration; respect for diversity and gender equality in education; educational financing; the increased privatization, while public systems are stigmatized; and the challenge of guaranteeing a quality lifelong education for all, were topics highlighted in the presentations.
“All human rights are at risk when we do not comply with the human right to education,” said Camilla Croso at the opening of the conversation.
Next, the Deputy Minister of Education of Guatemala, pointed out some challenges for the realization of the human right to education in his country. “The main challenges are guaranteeing coverage and, in parallel, advancing the rate of completion, transition from primary to secondary school, quality and equity in the education system,” he said.
He added as another challenge the guarantee of quality lifelong education for all. “An education that provides training for global citizenship and democracy.”
Roberto Bissio emphasized the importance of ensuring human rights and protecting the people who defend these rights beyond the achievement of the Sustainable Development Goals. “The central question is to what extent the SDGs legitimize the struggle for rights. We can not forget that in Latin America and the Caribbean human rights defenders are at constant risk,” he said.
Naiara Costa addressed the role of the United Nations and multilateralism for the realization of human rights and the promotion of sustainable development. “To achieve the SDGs, it is essential to connect the global level with the local, national and regional levels”, he said.
Representatives from the following organizations: Argentine Campaign for the Right to Education; Bolivian Campaign for the Right to Education; Campanha Nacional pelo Direito à Educação – Brazil; Forum for the Right to Public Education in Chile; Salvadoran Network for the Right to Education; Collective of Education for All of Guatemala; Forum Honduras Honduras; Peruvian Campaign for the Right to Education (CPDE); Socio-educational Forum (Foro Socioeducativo), of the Dominican Republic; Popular Education Network among Women of Latin America and the Caribbean (REPEM); ILGALAC (International Lesbian, Gay, Bisexual, Trans and Intersex Association for Latin America and the Caribbean); Global Campaign for Education; ActionAid International; and EDUCO, among other organizations and networks, participated in the debate.
Vernor Muñoz, from Global Campaign for Education, recalled, as an obstacle to education and other human rights, the criminalization of social protest, especially of students and teachers in different countries of Latin America and the Caribbean, which also operates in the symbolic field and in the media.
Roberto Baeza, from ILGALAC, spoke about comprehensive sexual education and school violence against LGBTI people. “Gaps in inequality in education and other sectors are widened with the advance of fundamentalisms. The trans population does not have access to their right to education, they are who most leave the school because of experiences of discrimination,” he said.
Marcela Browne, from the Argentine Campaign for the Right to Education, said that in the debate on the fulfillment of the right to education, it is necessary to ask: “What are the risks of external debt and tax fraud for educational justice in the region?
During the event, CLADE launched the publication “Civil Society Advocacy for the Human Right to Education: Stories and Lessons Learned from Latin America and the Caribbean – Volume 3”.
CLADE at the UN High-Level Political Forum
Almost four years after the adoption of Sustainable Development Goal 4 (SDG 4), about education, the United Nations High-Level Political Forum (HLPF) 2019, official platform for monitoring the Sustainable Development Goals (ODS) internationally, took place from 9 to 18 July in New York.
In this edition, the HLPF focuses on the revision of SDG 4, as well as goals 8 (decent work and economic growth), 10 (reduction of inequalities), 13 (climate action), 16 (peace, justice and solid institutions) and 17 (partnerships to achieve the objectives).
CLADE participated in the HLPF and its side events with a delegation of 14 people from 9 countries: Argentina, Bolivia, Brazil, Chile, El Salvador, Guatemala, Honduras, Peru and the Dominican Republic.
CLADE members in the countries that were reviewed by the UN this year (Guatemala and Chile) prepared reports with contributions on the status of SDG 4 at national level. In addition, CLADE members from Brazil and El Salvador prepared reports, highlighting the challenges of education in their territories, since these countries had indicated that they would participate in the review process carried out by the UN, but finally this did not happened.
Education for freedom: CLADE launches document about emancipatory educationMay 21, 2019
Download the document:
The publication, launched in the context of the initiative “Education for freedom”, brings together reflections and debates gathered by CLADE network on this subject, addressing the right to education from an integral and holistic perspective, in its connection with: freedom, social transformation, decolonization, democracy, gender equality, communication and technologies, arts and culture, affection and care, as well as bodies and territories.
Its reflections offer ways for an emancipatory education that contributes to the formation of societies free from all oppression, and also to transform the lives of children, adolescents, young people and adults through reflection, dialogue, critical thinking, and the skills to question, discern, imagine and act towards other possible worlds.
“Education should contribute to people being in tune with their time and space, knowing their territory, context, history and cultural diversity. Therefore, spaces and processes of informal, non-formal and formal education must be related, promoting culture and knowledge, research, education and extension, contributing to economic, social and environmental justice”, the publication points out.
The document was launched on May 21 with a virtual dialogue, with the participation of Luna Contreras, popular educator and director of the Democracy and Global Transformation Program (PDTG, by its Spanish acronym) Tejiendo Saberes Perú; Martín Ferrari, an Argentine popular educator and one of the directors of the documentary “Education in movement” (Educación en Movimiento), and María Cianci, education and research coordinator of ALER. The dialogue was moderated by Rosa Zúñiga, general secretary of CEAAL.
If you weren’t able to participate in the event, you can access the recording of the dialogue (in Spanish) through the following link:
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GAWE 2019 in Latin America and the Caribbean: An opportunity to analyze the state of the human right to education in the regionMay 2, 2019
The Global Action Week for Education (GAWE) is a great international mobilization that this year focuses on the importance of guaranteeing the human right to education for the realization of all human rights, and also to achieve sustainable development. (more…)
Guadalupe Ramos Ponce: An interview about libertarian education, the right to their bodies and the fight against gender violenceMarch 29, 2019
In this dialogue on the occasion of International Women’s Day, Guadalupe Ramos Ponce, lawyer, feminist and coordinator of CLADEM in Jalisco, deals with issues such as: education, gender equity and equality, gender violence and the conservative advance that has resulted in setbacks for the rights of women and for the freedom of women to decide on their bodies.
Brazil: Government tries to repeal mechanism that establishes minimum funding needed to ensure quality educationMarch 28, 2019
By calling an extraordinary and secret meeting of the National Education Council for the afternoon of last Tuesday, March 26, the Brazilian government tried to repeal the “CAQ” (Cost student quality) and the “CAQUi” (Initial cost student quality), mechanisms of the National Education Plan that translate into values how much the country should invest per student per year, in each stage of public education, to insure a quality education (more…)
Nicaragua: Forum carries out advocacy actions for education and social participation in partnership with students and youthFebruary 27, 2019
A thematic roundtable on higher education was established within the coalition to strengthen the capacities of young people as leaders of student movements (more…)
Latin America and the Caribbean align their actions to meet global education targets and move forward in their prioritiesFebruary 26, 2019
Members of the Regional Steering Committee for Sustainable Development Goal 4-E2030 (quality education) decided during their first meeting that for the next 12 months they will undertake actions that focus on educational inclusion and equity, one of the four regional priorities. The participants urged concrete actions to address the educational challenges associated with intraregional migration such as the recognition, certification and validation of skills and diplomas. Measures to prevent school dropout were also discussed.