Activity Review 2011

activity review 2011

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Santiago Office Regional Bureau of Education for Latin America and the Caribbean United Nations

ACTIVITY REVIEW 2011

Š UNESCO / Carolina Jerez.

Cultural Organization

Santiago Office Regional Bureau of Education for Latin America and the Caribbean United Nations Cultural Organization

ACTIVITY REVIEW 2011

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activity review 2011

contents 7 10 12 13 15 16 18 20 22 24 26 27 28 29 31 34

Education for All Teachers

Early childhood care and education Inclusive education Educational innovation and school leadership Education for sustainable development Disaster risk reduction Education for a culture of peace Gender, sexuality education and HIV prevention Monitoring and education assessement Technical vocational education and training Coordination with partners Communication and information Knowledge management UNESCO in the media Donor support

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© UNESCO / Andrés Pascoe.

education for all

activity review 2011

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Celebration: Cartagena’s Mayor declared the city free of illiteracy during the seminar “The Right to Quality Education for All in Latin America and the Caribbean” (Colombia).

Education is the key to human, social and economic development. It is both a fundamental human right and essential to the exercise of all other rights.

The right to quality education is the focus of the global Education for All (EFA) initiative. EFA has six goals for 2015, agreed upon by all Member States dur-

THE REGIONAL PROJECT FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (EFA/PRELAC) is articulated around five working areas for achieving the EFA goals:

focus 1 The contents and practices of education to construct meanings in regard to ourselves, to others, and to the world in which we live.

focus 4 Management of education systems in order to make them more flexible and to offer effective lifelong learning opportunities.

focus 2 Teachers and strengthening their involvement in educational change in order to meet student learning needs.

focus 5 Social responsibility for education in order to generate commitment to its development and results.

focus 3 The culture of schools to convert them into participatory learning communities.

ing the World Education Forum in Dakar, Senegal (2000): early childhood care and education, universal primary education, ensuring the learning needs of all young people and adults, literacy, gender parity and equality, and quality education.

To achieve the EFA goals in Latin America and the Caribbean (LAC), in 2002, Ministers of Education in the region formulated a roadmap, the Regional Education Project for Latin America and the Caribbean (PRELAC, its Spanish acronym).

OREALC/UNESCO Santiago leads and monitors progress toward EFA/PRELAC.

Education is both a fundamental human right and essential to the exercise of all other rights.

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UNESCO publishes the Global Monitoring Report (GMR) to assess progress toward EFA. To mark the event, the Regional Bureau broadcast the launch live during a seminar on The hidden crisis: Armed conflict and education, featuring the Chairperson of the EFA/GMR Advisory Board, who is also Co-Director of the Partnership for Educational Revitalization in the Americas (PREAL, its Spanish acronym), and the Secretary General of the Educational and Cultural Coordination for Central America (CECC/SICA, its Spanish acronym).

During the seminar “The right to quality education for all in Latin America and the Caribbean” (Cartagena, Colombia), assessment experts, academics and specialists from international organizations analysed progress towards forging a common definition of educational quality and how it can be measured.

In preparation for the Annual Ministerial Review of the United Nations Economic and Social Council (ECOSOC) in Geneva, OREALC/UNESCO Santiago organized the meeting “Key education challenges in Latin America and the Caribbean” in collaboration with the Government of Argentina and UN Agencies.

Ministers of Education, government agencies, academics and civil society organizations discussed policy recommendations to accelerate progress toward EFA in the region by 2015.

Regional Ministers asserted that the great pending task in LAC is inequality which, beyond its traditional measurement in terms of income, should be seen as lack of access to quality social services, such as education. The role that education plays in reducing inequality will therefore play a key role in the emerging post-2015 educational agenda. In this context, the Ministers requested that UNESCO focus on strength-

ening education support systems, such as contents and practices; the role and leadership of teachers in educational change; the context and environment of schools; education planning and management; and social responsibility for education.

As part of its mandate to monitor Youth and Adult Education in LAC, the Office co-organized the first regional follow-up meeting to the 6th International Conference on Adult Education (CONFITEA), “From commitment to action: Taking the CONFINTEA agenda forward”. Hosted with the Mexican National Institute for Adult Education (INEA, its Spanish acronym), the UNESCO Institute for Lifelong Learning, UNESCO Mexico and the Government of Mexico, over 250 participants from 48 countries gathered to generate action plans for implementing the Belém Framework for Action on adult education and literacy with a lifelong education perspective.

The Regional Bureau is also working to improve statistics for evidence-based policy-making and organizing a regional survey to identify country needs. A compendium of good practices and policy for literacy programmes will systematize experiences and contribute to the creation

of a regional observatory jointly with INEA. To support these activities, the Office formed a partnership with the Centre for Adult Education in Latin America and the Caribbean.

The Office commemorated International Literacy Day by organizing a seminar with the Chilean Ministry of Education. The event focused on the role of literacy on peace and development.

UNESCO called for increased political will to provide learning opportunities to the approximately 40 million adult illiterates in the region.

The Global Action Week (GAW) advocacy campaign for education commemorates the World Education Forum. This year, the Regional Bureau celebrated GAW by supporting a debate by the National Forum on Quality Education for All on the segregation of students based on socio-economic origin. In Chile, according to OECD, the wealthiest 10% of the population earns 46 times more than the poorest 10%. Additional activities included seminars, special classes, debates, and forums in 40 schools in the Metropolitan and Maule regions to address equity issues that affect school attendance and completion.

Video on school segregation by the National Forum on Quality Education for All in Chile.

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TOWARD AN IMPROVED RIGHT TO EDUCATION IN CHILE

on Quality Education for All. Students, teachers and education specialists analysed worldwide experiences in public-private partnerships for education and privatization in the framework of the right to a quality education.

Through its role as “honest broker”, UNESCO is fostering dialogue and consensus for the design of a national education roadmap. In 2012 and the years to come, OREALC/ UNESCO Santiago will continue working with all social actors genuinely interested in achieving quality Education for All in Chile. © UNESCO / Carolina Jerez.

UNESCO is heartened to see the importance being placed on education by the Government and the people of Chile. During the student demonstrations of 2011, the Regional Bureau called on all social actors to participate in constructive dialogue, the main building block for identifying joint solutions. Meetings and press conferences were also organized with student leaders to listen to their pledges and concerns.

To complement these efforts, the Regional Bureau commissioned the study “The right to education, a comparative view of four legislations: Argentina, Uruguay, Chile and Finland”, which was conducted in participation with the Ministry of Education of Chile.

Findings were presented to and discussed with the Minister of Education, the Education Commission of the Parliament, journalists, student leaders, UN agencies and other stakeholders.

The Office also supported the seminar “How to finance the right to education”, hosted by the National Forum

International seminar “How to finance the right to education”.

activity review 2011

Teachers play an essential role in ensuring Education for All. Through the teaching/learning process, they contribute to society’s collective ability to innovate, invent, and find solutions for tomorrow.

Attracting and retaining quality teachers and providing them with professional development opportunities is vital to improving student learning and preparation for active citizenship.

Teaching is the largest profession in the world. In LAC, alone, three-quarters of a million new teachers must be recruited by 2015 to maintain the current

work force and fill the new positions needed to fully achieve universal primary education. Providing support to teachers through school leadership programmes and policy development for pre-service and in-service teacher training and teacher management is a top priority for OREALC/UNESCO Santiago.

The Regional Bureau disseminates good practices in teacher education through Red Kipus, a clearinghouse for teacher education coordinated by the Office. In November, OREALC/UNESCO Santiago published the policy paper “At-

© UNESCO.

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tracting and retaining teachers and providing responsive, high quality professional development”. Recommendations included the implementation of longterm, in-service teacher education; the creation of professional associations for regulation and required licensing; the integration of information and communication technology (ICT) into professional development and practices; mentoring programmes that pair new teachers with experienced ones; and the promotion of teacher networks for professional development.

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Throughout the year, the Regional Bureau provided direct support to teachers.

In Central America, Mexico and Chile it hosted “Training of Trainers on the Building of Moral Authority in the Classroom” to develop the capacities of teachers and school principals with an emphasis on addressing violence. The Office also supported the Colombian pedagogical expedition, “La Ruta del Sol”, a delegation of teachers who visited educational institutions in Chile, Argentina, Peru and

The Regional Strategy on Teachers for EFA is a sixteen-month project being implemented in collaboration with the Centre for Education Policy and Practice at the Pontifícia Universidad Católica (CEPPE, its Spanish acronym), the Partnership for Educational Revitalization in the Americas (PREAL), Ministries of Education, a Regional Group of Experts and National Consultation Groups comprised of deans, school principals, teachers and teacher unions.

This region-wide exercise examines five key areas related to teachers: preservice teacher education, in-service teacher education and professional

development, career development, teacher unions and educational reforms, and public policies.

During its first phase, which ends in May 2012, the Strategy will generate a state-of-the-art document on public policies and practices affecting teachers across LAC; establish a Regional Network of Experts comprised of policy-makers and teacher unions; and lead to a policy paper with proposals to improve teacher education and development. During its second phase, which begins in June 2012, recommendations for teacher policies developed during stage one will be implemented in the countries of LAC. More information: www.politicasdocentesalc.com.

© UNESCO / Carolina Jerez.

Providing support to teachers through school leadership programmes and policy development for pre-service and in-service teacher training and teacher management is a top priority for OREALC/ UNESCO Santiago.

THE REGIONAL STRATEGY ON TEACHERS FOR EFA, 2011 - 2012

Colombia’s “Ruta del Sol” pedagogical expedition at OREALC/UNESCO Santiago.

Ecuador to deepen their understanding of the role of information sharing on innovative classroom practices.

To commemorate World Teachers Day, OREALC/UNESCO Santiago organized a seminar on the importance of advancing gender equity by reinforcing the interest and educational achievements of girls in maths and science, and the presence of women in leadership positions in education.

© UNESCO / Andrés Pascoe.

In 2011, as a response to the Ministerial recommendations of the regional ECOSOC meeting in Buenos Aires (described in the previous chapter), the Regional Bureau launched the Regional Strategy on Teachers for EFA. At the first regional meeting in Peru, specialists from Ministries of Education, universities, members of teacher unions, ECLAC and UNESCO National Commissions analysed and discussed a wide range of issues affecting the profession and teacher conditions. In late 2011, national consultation groups discussed the meeting report and the study “Criteria and guidelines for educational policy in LAC”. The final version of these documents will be available in May 2012.

World Teachers’ Day Seminar on the role of education in promoting gender equality.

early childhood care and education

activity review 2011

© UNESCO / Carolina Jerez.

taged children. Greater support is needed in areas such as prioritizing the welfare of children under the age of three, improving the quality of programmes, and teacher training.

Following the recommendations of the World Conference on Early Childhood Care and Education (Moscow, 2010), the Regional Bureau is helping develop a Holistic Early Childhood Development Index (HECDI), which will be ready for piloting in 2012 and will include measurements for health, nutrition, protection, welfare and education. As a member of the HECDI’s Interagency Quality Assurance and Reference Committee, the Office will help Member States develop comprehensive ECCE programmes and ensure the quality and relevance of their outputs.

© UNESCO.

The foundations of human development are laid during the early years. Early childhood care and education (ECCE) programmes address inequalities and provide a starting point for levelling the playing field. Investment returns for ECCE programmes are higher than for any other level of education. Therefore, in addition to being a fundamental human right, ECCE is vitally important to both individual and national development.

In LAC, significant progress has been made in the recognition of the rights of young children, development of integral plans and guidelines for ECCE policies, and increased services for children between the ages of four and six. However, enrolment rates are still low among the region’s most vulnerable and disadvan-

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Investment returns for ECCE programmes are higher than for any other level of education.

In 2011, OREALC/UNESCO Santiago supported interagency coordination for ECCE through participation in several congresses and technical meetings. These included consultative group meetings on the Project for Indicators of Early Childhood Rights with UNICEF; the Hemispheric Meeting on Evaluation in Early Childhood Education, hosted by the Organization of American States in Paraguay; and the International Conference on Disaster Risk and Reduction in the Educational Sector for ministries of education, co-hosted with UNICEF and Plan International in Panama (further described in the Disaster Risk Reduction chapter of this report).

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inclusive education

According to the Convention for the Rights of People with Disabilities, educational spaces and programmes should have universal designs that can be used all.

En los 2 lugares indicados con flecha, insertar "by" entre "used" y "all, asi: universidal designs that can be used by all

Inclusive education enables better responses to diversity in the classroom. It is closely linked to access, permanence, participation, and student achievement. By placing special emphasis on those who are excluded or at risk of marginalization, inclusive education helps ensure the right to quality Education for All. In LAC, the Regional Bureau promotes inclusive policies, practices, and teacher training programmes; elaborates publications, evaluations, research and studies; and promotes the collection of quantitative and qualitative data on special needs and inclusive education to develop an inclusive educational agenda.

According to the Convention for the Rights of People with Disabilities, educational spaces and programmes should have universal designs that can be used

all. This year, the Regional Bureau organized the VIII Annual Meeting on Special Education and Inclusive Education on “Educational accessibility and inclusion”. Organized in partnership with the Ibero-American Network for Inclusion and Special Educational Needs, the Spanish Ministry of Education and the Spanish Agency for International Development Cooperation (AECID, its Spanish acronym), topics included access to education centres, information and communication, inclusive curricula, and evaluations that favour universal designs for learning. This year, the Office also published the outcomes of the sixth and seventh Annual Meetings on Special Education and Inclusive Education.

To address the lack of statistical information on the educational situation of

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students living with disabilities, OREALC/ UNESCO Santiago is developing a Regional Education Information System for Students with Disabilities (SIRIED), with technical and financial support from AECID. The Regional Bureau also published SIRIED’s methodological proposal and dissemination plan, which will be implemented beginning in 2012, to enable comparative analysis and policy development.

Based on recommendations made during the 48th UNESCO International Conference on Education (October 2008), the Office is creating a Regional Observatory of Policies for Inclusive Education in collaboration with the International Institute for Educational Planning (IIEP) in Buenos Aires, ECLAC, the Organization of Ibero-American States (OEI), the Latin American Campaign for the Right to Education and Inclusion International. In 2011, IIEP and OEI conducted two studies and technical specialists met to determine the next steps for development.

OREALC/UNESCO Santiago provides support at the country level and develops the capacities of ministries of education.

In 2011, OREALC/UNESCO Santiago provided technical assistance to the Ministry of Education of Costa Rica to reinforce the work of the Commission to Support Inclusive Education. Activities included workshops on transforming schools into quality centres with an inclusive orientation, a roundtable with the Department of Curriculum Development on building an inclusive curriculum, and a conference in San Jose on inclusive education as a pillar of a culture of peace. Since 2009, the Regional Bureau has been working with Foundation SES in Argentina to support debate on the transformation of secondary education in four provinces.

This programme expanded to additional provinces in 2011 and will lead to the

activity review 2011

© UNESCO.

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By placing special emphasis on those who are excluded or at risk of marginalization, inclusive education helps ensure the right to quality Education for All. Sacar "likewise" y insertar "also" despues de age six, and the teaching of maths for students with intellectual disabilities.

In Chile, OREALC/UNESCO Santiago participated in workshops to strengthen the capacity of teachers, teacher trainers, students and civil society. These included “School dropouts in primary education: A public policy challenge” in Santiago (May); “Infancy and equity: challenges to inclusion” in Temuco (August); “Public and social policy in infancy and adolescence: a constant challenge” in Rancagua (September), and “Crisis in the school that educates: pedagogical alterna-

Office. Asi: The Office also supported the. . .

tives for new socio-educative scenarios” in Talca (October). Likewise, the Office supported the development of secondchance education and successful reinsertion programmes and provided technical assistance to a propaedeutic network of universities that helps students from socially vulnerable sectors gain access to higher education. In August, the Universidad Católica de Temuco became the initiative’s eighth member, with an inaugural class of 40 students from surrounding areas.

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construction of an inclusive education proposal for secondary education that addresses the six EFA goals.

Throughout the year, the Ministry of Education of Spain and OREALC/UNESCO Santiago supported an internship programme to promote South-South cooperation and best practices in inclusive education. Technical teams from the Ministries of Education of Paraguay, Peru, Costa Rica, the Dominican Republic, Guatemala and Mexico participated in three projects focused on technical pedagogical practices, the needs of children under

Inauguration of the Universidad Católica de Temuco’s programme to help gifted students from socially vulnerable sectors gain access to higher education.

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educational

innovation and school leadership

© UNESCO.

Educational innovation addresses and improves quality while developing practices that enhance content, methodologies, skills and knowledge for learning to live together. It develops effective leaders and capitalizes on the potential of technology to improve the quality of education. The Regional Bureau promotes educational innovation, the integration of information and communication technology (ICT) into the classroom, and the development of school leaders in pursuit of quality Education for All. OREALC/UNESCO Santiago coordinates the Innovations Network (INNOVEMOS), an online forum for educational innovation. Created in 2001 with financial support from the Government of Spain, INNOVEMOS addresses eight thematic issues: curricular development, professional development, institutional development, diversity and equity, education and work, democracy and citizenship, new technologies, and sustainable development. This year, INNOVEMOS introduced

a monthly e-newsletter and a tri-annual collection on “Innovative topics”, the first of which addressed “School co-Existence and a Culture of Peace”. In partnership with universities and the National Centre for Social and Educational Investigations (CENAISE, its Spanish acronym) in Ecuador, the Regional Bureau created a diploma for teachers based on INNOVEMOS content. In Chile, it supported workshops on the consolidation and systematic implementation of innovative experiences for teachers and principals in Valparaiso and Hijuelas, Chile, in collaboration with the NGO Fe y Alegría.

A major challenge in the region is ensuring that all students benefit from technological advances. The Office is taking a lead role in developing links between ICT providers and educational institutions. At the first International Conference on Information Technology (InnovaTICS), the Regional Bureau shared experiences on information management, education and culture. Topics

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included the main challenges in implementing efficient and effective public policies to include ICT in teaching-learning processes and the role of social networking in civic participation.

OREALC/UNESCO Santiago is also developing measurement and evaluation indicators for ICT in education for evidence-based policy-making. In May, the Regional Bureau published “Quality education in the digital age: an opportunity for cooperation between UNESCO and Latin America and the Caribbean”, which encourages governments to integrate ICT into their curricula. A second volume will provide practical content and achievement-oriented instruments, based on UNESCO’s ICT Competency Framework for Teachers.

School leadership is one of the most important factors affecting student learning, according to the Regional Bureau’s publication Factors Associated with the Cognitive Achievement of Students in Latin America and the Caribbean.

OREALC/UNESCO Santiago develops the skills of teachers and principals through the School Leadership Network, which offers a Diploma in Pedagogic Leadership and launched a Diploma in Leadership for Coexistence at the Universidad de Aguascalientes in Mexico. In December, the Office published a regional survey on school violence and bullying, a growing challenge in the region.

A major challenge in the region is ensuring that all students benefit from technological advances.

activity review 2011

education for

Š UNESCO.

sustainaible development

The Regional Bureau works with Member States, teachers, non-profit organizations and civil society to integrate the ESD approach into all aspects of education.

ESD topics being taught in a classroom in Chile.

How can individuals and society satisfy their present needs without jeopardizing those of future generations? This is the central question of Education for Sustainable Development (ESD), which envisions a world where all people have the opportunity to benefit from education and learn the values, attitudes and practices required for a sustainable future. ESD encompasses issues related to biodiversity,

cultural diversity, the protection of indigenous knowledge, disaster risk reduction, poverty reduction, gender equality, health promotion, sustainable lifestyles, peace and human security, water and sustainable urbanization.

In preparation for the Rio+20 UN Conference on Sustainable Development (Brazil, June 2012), OREALC/UNESCO Santiago conducted a survey on progress toward the

goals of ESD in the region. The Office also contributed to the publication Sustainable Development in Latin America and the Caribbean 20 years from the Earth Summit: Progress, gaps and strategic guidelines and supported the Regional Preparatory Meeting for Latin America and the Caribbean.

The Regional Bureau works with Member States, teachers, non-profit organizations and civil society to integrate the

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activity review 2011

© UNESCO / Giovana Santillán.

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The protection of indigenous knowledge is an important aspect of ESD.

International seminar on sustainable tourism in Easter Island.

sustainable tourism in Easter Island (May) as part of the project “Rapa Nui: Developing capacity of local communities for ecotourism and sustainable development”.

© UNESCO / Ricardo Norambuena.

carried out joint activities, including a contest for youth and adults on tourism and sustainable development. With support from the Government of Japan, the Office held an international seminar on © UNESCO / Giovana Santillán.

ESD approach into all aspects of education. In October, at the workshop “Learning for the future and education for sustainable development: a review of public policy” (Lima, Peru), the Regional Bureau presented “The ESD Lens”, a tool for analysing national educational policies, to staff from the Ministries of Education and Environment from Peru and Ecuador. In partnership with the Autonomous University of San Luis Potosi (Mexico), the Office launched Educational Competencies for Sustainable Development, an online programme for teachers and teacher trainers offering 180 hours of instruction on the concepts and methodology of ESD. In partnership with the Chilean Ministry of Education and the Ministry of Environment, the Regional Bureau developed a teacher handbook to help teachers, grades one through twelve, integrate at least three ESD topics into their lesson plans. The Office also created a teachertraining course, which is being accredited by the Ministry of Education’s training centre (CPEIP, its Spanish acronym), to be piloted in 2012 with teachers selected from at-risk schools in Santiago.

To promote the development of sustainable tourism, OREALC/UNESCO Santiago and the Organization of Latin American and Caribbean Tourism (OLACT)

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disaster risk

Disaster risk reduction workshop at a school in Esmeraldas, Ecuador.

to disaster risk reduction and calls for strengthened coordination among ministries of education and the creation of a Regional Thematic Platform for Risk Reduction in the Education Sector. As a direct response to the Declaration,

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According to ECLAC, disasters in the region between 1976 and 2004 caused the destruction of more than 12,000 schools, US$31 million in damages to schools and an average of 6 weeks of lost classes. Disaster risk reduction for the education sector addresses challenges to upholding the right to quality education for all, under all circumstances, by strengthening the capacity of communities at risk.

In July, together with the UNESCO Intergovernmental Oceanographic Commission (IOC) and UN Agencies in Panama, the Regional Bureau conducted a workshop on the integration of risk management for education into the United Nations Development Assistance Frameworks. In October, the Office coorganized the International Conference for Disaster Risk Reduction in the Educational Sector in Latin America and the Caribbean (Panama). Delegates from 19 countries, 8 Cooperation Agencies and International Organizations signed the “Panama Declaration”, which asserts the education sector’s commitment

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reduction

International Conference for Disaster Risk Reduction in the Educational Sector in Latin America and the Caribbean (Panama).

the Regional Bureau is implementing the project “South-South Cooperation to promote disaster preparedness in school” aimed at fostering a culture of prevention in schools through UNESCO’s Associated Schools Network (ASPNet).

Eliminar coma In Santiago, the international workshop “Protecting structures, saving lives”, brought together experts from Chile, Japan, Indonesia and other seismically active countries to discuss lessons learned from the Chilean earthquake of 27 February 2010 and the Japanese earthquake of 11 March 2011. Co-organized with the Pontifícia Universidad Católica (PUC) School of Engineering and the International Platform for Reducing Earthquake Disasters, specialists from a range of areas, including seismology, tsunami engineering and earthquake engineering, participated. At the conclusion of the workshop, the Regional Bureau and PUC signed a cooperation agreement to facilitate information sharing and coordination during earthquakes.

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© UNESCO Lima / Fernando Ulloa.

DIPECHO PROJECT: STRENGTHENING REGIONAL EARLY WARNING SYSTEMS FOR TSUNAMIS IN CHILE, COLOMBIA, ECUADOR AND PERU In the framework of the VII Action Plan for South America of the European Commission Disaster Preparedness Programme (DIPECHO), OREALC/UNESCO Santiago is implementing “Strengthening regional early warning systems for tsunamis in Chile, Colombia, Ecuador and Peru”. Funded by the European Commission, this project seeks to strengthen early warning systems for tsunamis through interconnected strategies at sub-regional, national and local levels.

In June, members of National Tsunami Alert Systems in Chile, Colombia, Ecuador and Peru discussed the Regional Protocol for Communications during Tsunamis. The protocol includes coordination among UNESCO’s Intergovernmental Oceanic Commission (IOC), oceanographic institutes, seismological institutes, ministries of education and civil defence institutes. In response to requests for capacity-building

by Member States during the 24th Meeting on the Tsunami Mitigation and Alert System in the Pacific Ocean (Beijing), the Regional Bureau, IOC and the Chilean Navy’s Hydrographical and Oceanic Service (SHOA) hosted an international course on NEOWAVE Tsunami modelling, which describes tsunami generation and propagation. NEOWAVE modelling also generates technical tools, such as flood maps, which can be used to reduce the risk conditions of coastal communities through planning, signalling and preparedness.

In the four participating countries, OREALC/UNESCO Santiago organized workshops for teachers and techni-

Emergency drill at a school in Callao, Peru.

Sign posting is an effective method for reducing tsunami risk.

© UNESCO / Giovana Santillán.

© UNESCO / Carolina Jerez

cal experts. In September, 50 teachers participated in the capacity-building workshop “Tsunami risk reduction in educational establishments” in Valparaiso, Chile. As a follow-up, the Chilean Red Cross and the Chilean Ministry of Education reprinted 6000 copies of “Tsunami risk management in educational establishments”, developed last year by the Regional Bureau and the Ministry of Education. In Ecuador, a national workshop on tsunami early warning systems was held for government agencies and organizations to optimize their tsunami protocols.

These and other actions are described in the DIPECHO Project e-newsletter, launched in 2011 to share information on the strengthening of regional early warning systems for tsunamis.

DIPECHO planning meeting in Quito, Ecuador.

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Poner nombre del libro en italicos (Tsunami Risk Management in Educational Establishments)

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education for a

culture of peace

“Temporal roots”, by Anibal Barra Maldonado, winner of the Mucho Chile photo contest “Where one comes from”.

The cultural diversity campaign “Mucho Chile” highlights the country’s rich indigenous heritage. © UNESCO / Carolina Jerez.

Education for peace and non-violence promotes knowledge, skills, attitudes and behaviour needed to ensure human rights, intercultural understanding and tolerance. OREALC/UNESCO Santiago’s multisectoral approach to education for a culture of peace employs a range of activities that address the root causes of violence, from human security to sustainable development. It also promotes intercultural understanding through the preservation of tangible and intangible cultural heritage.

In September, the Office launched the cultural diversity campaign “Mucho Chile” to highlight and inspire pride in the country´s rich indigenous heritage.

Activities included workshops on the role of communications networks in preserving indigenous heritage; a photography contest; a campaign on the linguistic contributions of Chile’s nine indigenous groups; a live radio conversa-

Performance of “Stranger, the Last Hain” during the Culinary Fair.

activity review 2011

Flickr / Carlos Reusser Monsálvez.

tion with renowned indigenous poets; and an analysis of news coverage by Chilean media of indigenous conflicts.

Hosted in collaboration with other UN agencies, the Gonzalo Rojas Foundation and Radio Universidad de Chile, with support from the Spanish MDG Fund, the three-month campaign culminated in a culinary fair featuring traditional Mapuche, Rapa Nui and Aymara dishes; exhibitions of handicrafts; and presentations of theatre, poetry and dance. During Chile’s International Book Fair, the Regional Bureau supported the publication of a historic account of the peaceful recovery of Mapuche-Pewenche ancestral lands (Recuperamos Nuestra Tierra: Nvtuyiñ Taiñ Mapu).

Understanding the intangible cultural heritage of different communities contributes to dialogue between cultures and fosters respect toward other ways of life.

Cultural heritage is not limited to monuments and the collection of objects, it also includes knowledge passed from generation to generation, such as oral traditions, performing arts, rituals, festive acts, practices related to nature and the universe, and techniques of traditional handicrafts.

Crin butterfly, woven from horse hair.

© UNESCO / Carolina Jerez.

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Rapa Nui stand at the Mucho Chile culinary fair.

OREALC/UNESCO Santiago, the Chilean National Council of Culture and the Arts (CNCA, its Spanish acronym) and the Regional Centre for the Safeguarding of the Intangible Cultural Heritage of Latin America (CRESPIAL, its Spanish acronym) organized the international seminar “Cultural heritage: our memory, our responsibility”. The seminar fea-

tured presentations by the Ministries of Culture of Brazil, Colombia and Ecuador, and promoted the role of state institutions in the conservation of intangible heritage. A second seminar addressed methods for the rescue, compilation and re-appropriation of intangible cultural heritage, the role of local communities in ensuring conservation, and how public policy can support these goals.

OREALC/UNESCO Santiago supported the 38th International Fair of Traditional Craftsmanship featuring crin, delicate figures and jewellery woven from horsehair and other natural fibres, a technique passed from mothers to daughters for over two centuries. Over 130 national and international artisans participated in the two-week event. Together with the Chilean National Council for Culture and the Arts, the Regional Bureau awarded the Seal of Excellence in Handicrafts to artisans for their outstanding craftsmanship and the authenticity, innovation, and ecological sustainability of their products.

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hiv prevention Nearly three decades have passed since the HIV and AIDS epidemic first began. Approximately 1.7 million people in LAC are living with HIV and AIDS, and the Caribbean remains the region with the second highest rates of infection among adults. Advances in prevention and access to treatment have been dramatic, but rates of infection remain stable, especially among men who have sex with men and transgender women. Throughout the region, topics related to sexuality are often considered to be cultural taboos, especially if they fall outside the dominant heterosexual norm. Addressing stigma, discrimination, genderbased violence and homophobia are key to sexuality education and HIV prevention in LAC. As a member of the UNAIDS Cosponsors Regional Group (UCRG), OREALC/ UNESCO Santiago promotes a comprehensive education sector response to HIV and AIDS, and deepened engagement in national responses. As the gender focal point for the region, the Office leads and coordinates efforts to advance gender equality and address the role of genderbased violence in the transmission of HIV and AIDS and school violence.

In preparation for the High-Level Meeting on AIDS in New York, the Office supported regional consultations in Mexico City and the Caribbean to analyse challenges and strategies for addressing HIV prevention, treatment, attention and support. These consultations culminated in the creation of a roadmap for achieving universal access to HIV prevention, treatment, care and support by 2015.

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gender, sexuality education and

Participants in the International Technical Consultation on Homophobic Bullying in Rio de Janeiro.

Addressing stigma, discrimination, gender-based violence and homophobia are key to sexuality education and HIV prevention in LAC.

In 2011, OREALC/UNESCO Santiago supported the campaign “If we don’t talk about what happens, we let it happen”, a project of the Global Initiative of Latin American Media on AIDS to raise public awareness. The campaign consists of short videos and a documentary with testimonials by 9 people living with HIV in Colombia, Mexico, Argentina, Guatemala and Ecuador. Over 30 channels in the region have agreed to share the videos with their viewers. To commemorate World AIDS Day, OREALC/UNESCO Santiago published an interview with the Regional HIV/AIDS Specialist on UNESCO’s work to address HIV and AIDS in Latin America and the Caribbean.

In Chile, together with the National Women’s Service (SEREMI, its Spanish acronym) and other UN agencies, the Office organized the International Seminar “Women, men, violence and HIV: Diverse views from the gender perspective” to address the relation between violence against women and their vulnerability

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Video on the Regional Bureau’s work in Arica and Parinacota, the region with the highest rate of HIV and AIDS in Chile.

to HIV. The event took place in the context of the project “Unite to end violence against women”, launched in 2008 by the UN Secretary-General. In Arica and Parinacota, the northernmost region of the country, HIV rates double the national average, especially among teens between ages 10 to 19. The Office has been working

with regional and local authorities on a comprehensive sexuality education project with a focus on HIV prevention, and is currently undertaking a diagnostic on the state of sexuality education and HIV prevention in schools.

School violence and bullying directed at students who are perceived by others

© UNESCO / Matías Araneda.

reemplazar con: campaign, Unite to End Violence Against Women, asi: the context of the campaign Unite to End Violence Against Women, launched . . .

School violence and bullying directed at students who are perceived by others to be something other than heterosexual is increasingly recognized as a problem in the region.

to be something other than heterosexual is increasingly recognized as a problem in the region. In 2011, OREALC/UNESCO Santiago participated in the organization of the first International Technical Consultation on Homophobic Bullying in the School Setting in Rio de Janeiro, which explored how to best support lesbian, gay, bisexual and transgender (LGBT) students and teachers, prevent and address homophobic and transphobic bullying and discrimination in schools, and ensure safe learning environments. In Chile, OREALC/UNESCO Santiago is a member of the technical board for the project “Constructing an index on stigma and discrimination against gays and transgender women”. This study, which is being organized by the Universidad Católica del Norte with support from the Ministry of Health and civil society networks such as VIVO POSITIVO and ASOSIDA, is developing an index that will serve as a baseline for monitoring homophobia and transphobia and support the development of public policy.

Meeting with authorities in Northern Chile to address violence against women.

monitoring and educational assessement

activity review 2011

In 2011, SIRI published Educational Panorama 2010: remaining challenges, an analysis of progress toward the education goals set at the OAS-sponsored Summit of the Americas. It also contributed statistical analysis to other regional and global publications.

SIRI and the International Institute for Education Planning (IIEP) collaborated on the project “Strengthening national capacities in the production and analysis of education finance statistics in Ecuador, Guatemala and Nicaragua”, which supports ministries of education with the implementation of mechanisms to systematize statistical information and indicators on education financing and promote their use in policy planning. Activities included a

workshop in Ecuador (April); technical visits to the Ministries of Education of Nicaragua (July), Guatemala (August), and Ecuador (August); and a meeting with the three Ministries to exchange lessons learned and create national reports using international methodology.

In the framework of an agreement signed in 2010, the Regional Bureau provided support to Bolivia’s Ministry of Education during a seminar in La Paz that focused on educational information systems, quality assessment capacities and the use of statistics in policymaking. During a regional meeting of SIRI for the Caribbean, held in Jamaica (March), and one for Latin America held in Viña del Mar (December), experts in educational planning and statistics © UNESCO.

Monitoring and educational assessment are essential for informed policymaking, transparency and accountability. As part of its mandate to monitor the progress of EFA/PRELAC in LAC, the Regional Bureau compiles education statistics and indicators, coordinates large-scale assessments of the quality of education, and provides technical assistance to Member States to develop their monitoring and evaluation capacities.

The Regional Information System (SIRI, its Spanish acronym) is a collaborative project with the UNESCO Institute for Statistics (UIS) that helps countries improve their statistical processes to enable evidence-based policy-making. It also serves as an information-sharing forum for statisticians in the region.

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LLECE undertakes comparative, international assessments of student learning outcomes in reading, maths and science for evidence-based policy-making.

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© UNESCO.

Monitoring and educational assessment are essential for informed policy-making, transparency and accountability.

TERCE meeting with National Coordinators in Antigua, Guatemala.

Pontifícia Universidad Católica’s MIDE Department and the Colombian Institute for Education Assessment (ICFES, its Spanish acronym).

In June, during the National Coordinators Meeting held in Antigua, organized with the Guatemalan Ministry of Education and UNESCO Guatemala, participants discussed the application of TERCE and its comparability with the Second Regional Comparative and Explanatory Study (SERCE, 2006). The event also led

© UNESCO / Carolina Jerez.

participated in a capacity development programme for improved information systems for policy-making.

OREALC/UNESCO Santiago coordinates the Latin American Laboratory for the Assessment of the Quality of Education (LLECE, its Spanish acronym). LLECE undertakes comparative, international assessments of learning outcomes in reading, maths and sciences in primary schooling for the improvement of education quality in the region. These studies have had a major impact on public debate and policy-making. LLECE is currently implementing the Third Regional Study (TERCE), which spans the period 20102013. Chile, Colombia, Honduras and Uruguay signed Letters of Agreement with UNESCO, joining Argentina, Bolivia, Brazil, Costa Rica, Dominican Republic, Ecuador, Guatemala, Mexico, Nicaragua, Panama, Paraguay, Peru and the Mexican State of Nuevo Leon as participants in TERCE. OREALC/UNESCO Santiago held a capacity-building seminar on the development of test questions for the assessment of education quality. Science, mathematics and language specialists from fifteen ministries of education participated in the sessions led by the

to the creation of a High-Level Technical Advisory Board, composed of four international experts who will give strategic direction to the study, provide high-level advice and forge ties with academic authorities and other assessment experts.

During a meeting organized with the Organization of Ibero-American States in Bogota, Colombia, OREALC/UNESCO Santiago presented TERCE advances to the region’s Vice-Ministers of Education. In late 2011, National Coordinators met in Lima, Peru to plan the work ahead and review progress made. This also included the development and piloting of test questions, sampling planning and the development of questions to assess the factors associated with students’ achievement.

Participants in the project “Strengthening national capacities in the production and analysis of education finance statistics in Ecuador, Guatemala and Nicaragua.

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vocational education and training tional Education and Training (UNEVOC) launched the project “Reviewing TVET information systems in Latin America and the Caribbean” at the 2011 UNESCO Regional Education Statistics Workshop for LAC. The project includes twelve national case studies and analyses monitoring and evaluation indicators. It will lead to an inventory of information systems, a state-of-the-art of technical frameworks and national policies for the development of TVET information systems.

Leadership and entrepreneurship training encourages individuals to become the main actors in their lives and provides them with the skills needed for success. Given the region’s robust economic growth, entrepreneurship education can play an important role in stimulating youth employment and social cohesion.

On the occasion of the World Economic Forum in Brazil (April), the Global Education Initiative organized the Latin American Roundtable on Entrepreneurship Education with participation from the private sector, including Deloitte, Cisco and

© UNESCO.

Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. It includes Apprenticeship Training and Professional and Vocational Education. TVET will be one of the priority areas of UNESCO during the 20122013 biennium.

In December, the Regional Bureau concluded a Policy Review in El Salvador to evaluate the country’s TVET policies and systems and make recommendations for improvement. Topics addressed included articulations between general secondary education and TVET, reforms for programmes and courses, entrepreneurship training, the structure of degrees for formal and informal learning, links with the labour market, cost-efficiency, gender equality and equal access. The review will be published in the TVET World Report and shared during the TVET World Conference “Building skills for work and life” (Shanghai, May 2012).

The Regional Bureau and UNESCO’s International Centre for Technical and Voca-

Participants in the UNESCO Regional Education Statistics Workshop for LAC.

© UNESCO / Carolina Jerez.

technical

Leadership and entrepreneurship training encourages individuals to become the main actors in their lives and provides them with the skills needed for success.

Lenovo, universities and NGOs, including Endeavour and Mexico’s Monterrey Technical Institute. Participants signed a Manifesto for Entrepreneurship Education to promote its integration into curriculum; raise awareness and build political commitment; leverage and shore up good practices through multi-stakeholder partnerships; train and motivate teachers; and launch pilot projects. The roundtable also created the Latin American Action Group on Entrepreneurship Education (LAAGEE) to oversee implementation of the Manifesto and appointed OREALC/UNESCO Santiago and Endeavour as Chairs. Currently, the Regional Bureau and the Monterrey Institute of Technology (Mexico) are creating a platform with on-line training materials that will be launched in 2012.

Eliminar subtitulo de foto (la llamada dice lo mismo, y el nombre de la conferencia aparece en distintas maneras, no es consistente.

Quitar el subtitulo elimina este problema)

Poner "Q" de "quality" en mayuscula.

Quitar negrito y link de "organized with UNICEF".

Poner "e" de Education en mayuscula

communication & information

activity review 2011

Eliminar "on" y poner coma despues de "flow"

In collaboration with the Association of International Press Correspondents, the Regional Bureau helped develop the Leonardo Henrichsen Journalism Prize for Outstanding Reporting and the first Congress of the South American Union for International Correspondents, where it led workshops on gender in the media and on the role of education on development. In Arica, one of the regions with the highest incidence of violence against women in Chile, the Office organized the workshop “How to treat violence against women in the mass media”. Participating digital, print and radio journalists received capacity-building, based on the publication Violence has a

© UNESCO / Stefanie Block.

OREALC/UNESCO Santiago supports universal access to information and its free flow though capacity building on information and communication technology (ICT), the development of innovative local content, a gender-perspective in reporting, and pluralism in the media.

To commemorate World Press Freedom Day, the Regional Bureau organized the conference “Media of the 21st century: opportunities and new obstacles”. Over 200 journalists, academics and students debated the challenges to journalism in Chile. OREALC/UNESCO Santiago also supported the Second International Seminar on the Transparency Law in Chile.

OREALC/UNESCO Santiago addressed the importance of protecting national heritage during the VIII Seminar on Cultural Patrimony.

© UNESCO / Daniela Estela.

© UNESCO / Gonzalo Pedraza.

Terminar frase despues de Chile, asi: UNESCO radio UNESCO radio interview on “Freedom of expression in Chile: Opportunities and new barriers” in interview on commemoration of World Press Freedom Day (in Spanish).

"Freedom of expression in Chile".

(Nombre de este evento aparece de varias formas, eliminar esto resuelva el problema).

Participants in the conference “Media of the 21st Century: Opportunities and New Obstacles”.

Poner letras destacadas en minuscula

To ensure access to information and its free flow the Regional Bureau provided ICT training to over 120 women and leaders from Mapuche, Aymara and Quechua indigenous communities. thousand faces: Guide on violence against women for mass media professionals and communicators, to help them better inform the public on this issue.

In July, OREALC/UNESCO Santiago and the International Summer University (Universidad de Verano) concluded a sixmonth training for journalists on issues of renewable resources, titled “Audiovisual communications: renewable energy, energy efficiency and climate change”.

Participants created Latin America’s first SMS Content Bank, which will be used to generate cell phone and digital campaigns on global warming.

At the VIII Seminar on Cultural Patrimony: Communication and Patrimony, organized with Chile’s Board of Libraries, Archives and Museums (DIBAM, its Spanish acronym), OREALC/UNESCO Santiago presented information on the role of communication in conserving Chile’s indigenous heritage. To ensure access to information and its free flow for the development of individuals and communities, the Regional Bureau provided ICT training to over 120 women and leaders from Mapuche, Aymara and Quechua indigenous communities, many of whom had their first digital experience.

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knowledge management OREALC/UNESCO Santiago develops and disseminates information on the activities of the twelve UNESCO Offices and

Institutes in LAC. In 2011, the Regional Bureau produced four regional E-newsletters, nine publications, and over one

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hundred press releases. The Office maintains an active website and accounts on Facebook, Twitter, Flickr and YouTube.

e-newsletters:

E-Newsletter Nº10, 2011, “Ibero-American cooperation in special education and educational inclusion”.

E-Newsletter Nº9, 2011, “Guaranteeing lifelong learning”.

E-Newsletter Nº8, 2011, “Education for All monitoring report reveals unequal progress in Latin America and the Caribbean”.

E-Newsletter Nº7, 2011, “Assessing education in Latin America and the Caribbean to increase quality and equity”.

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publications:

Debe ser: The right to education, ‌.

Study of the right to education, a legislative comparison of Argentina, Uruguay, Finland and Chile, Spanish.

VII annual meeting on special education and inclusive education, secondary education, Spanish.

VI annual meeting on special education and inclusive education. Strategies for the development of inclusive schools and classrooms, Spanish.

World Press Freedom Day 2010, the right to know in bicentennial Chile, Spanish.

Available in English and Spanish.

Available in English and Spanish.

IV annual meeting on Ibero-American cooperation for education for peace, democratic coexistence and human rights, Spanish.

Methodological proposal, regional education system for students with disabilities (SIRIED), Spanish.

Available in English and Spanish.

activity review 2011

unesco

in the media highlights:

International meeting on the right to quality education for all in Cartagena, Colombia.

September, 2011.

28 mentions in regional media.

Launch of the Global Monitoring Report.

March, 2011.

87 mentions in regional media.

Debe ser: Publication on the right to education, a legislative comparison of Argentina, Uruguay, Finland and Chile. (Asi, quedara igual al nombre en la pagina previa)

Publication of the comparative study “How to finance the Right to Education: Towards the institution of free, quality obligatory education�.

December, 2011.

118 mentions in international media.

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OREALC/UNESCO Santiago commemorates World Press Freedom Day. April, 2011.

Launch of the Mucho Chile campaign.

September, 2011.

UNESCO addresses the student movement in Chile.

Interview, UN Radio.

September, 2011.

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more regional and international media coverage:

La Tercera, Chile

El Tiempo, Colombia

Ven y Ve, Dominican Republic

Tolerancia Cero, Chile

Vaguardia, Mexico

La Cr贸nica de Hoy, Mexico

BBC Mundo

Jornal do Brasil

Diario CoLatino, El Salvador

La Naci贸n, Argentina

El Cuidadano, Chile

Cambio, Bolivia

activity review 2011

donor support

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Santiago Office Regional Bureau of Education for Latin America and the Caribbean United Nations Cultural Organization

The Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago) is based in Santiago, Chile. It produces and disseminates knowledge, orients the development of public policy, provides advisory and technical support to Member States, and promotes dialogue and cooperation among governments, academic and research centres, civil society, the private sector and international agencies.

OREALC/UNESCO Santiago’s strategies are based on the framework of Education for All (EFA) and the Regional Education Project for Latin America and the Caribbean (PRELAC). Through the implementation of these frameworks, the Regional Bureau of Education responds to UNESCO’s global commitment to achieving quality education for all and helps identify and respond to specific regional challenges to achieving this goal.