Literacy for life, Literacy for all

United NationsA/RES

UNESCO 22 November 2014

Original: English

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Sponsors:

Cosponsors:

Decision

Literacy for life, Literacy for all

We, UNESCO,

Bearing in mind that in the Universal Declaration of Human Rights, the International Covenant on Ecoomic, Social and Cultural Rights and the Convention on the Rights of the Child the right of every individual to education is recognized as inalienable,

Recalling the United Nations Millennium Declaration of 8 September 2000 in which the Nations resolved to ensure that, by the year 2015, children everywhere, boys and girls alike, would be able to complete a course of primary school and that girls and boys would have equal access to all levels of education, which requires a renewed commitment to promote literacy for all,

Recalling also the Charter of the United Nations concerning education, science and culture,

Being convinced that literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in the basic education, which is an indispensable means for effective participation in the societies and economies of the twenty-first century,

Deeply concerned that education is essential for strengthening the foundations of tolerance, reducing discrimination and violence and cultivating respect for all people regardless of gender, national, ethnic or religious identity, sexual orientation,

Acknowledging the activities undertaken at the national and regional levels for the Education for All 2000 assessment of pro­­­­gress towards achieving the goals of education for all, and stressing further the need to redouble efforts in order to meet the basic needs of people of all age groups, Reaffirming the Education For All goals, in particular goal 3, that all young people and adults have equitable access to appropriate learning programs, and goal 4, on achieving a 50% improvement in levels of adult literacy by 2015 especially for women,

Expressing concern that 57 million children remain out of school and millions more young people leave school without a level of literacy adequate for productive and active participation in their societies, and that the gender gap in education persists,

Confirming that the level of education in developed and developing countries varies greatly, creating the ground for competition between countries,

Realizing that low level of education negatively affects the development of the country: technical equipment, science, culture and other spheres of life, and as a consequence on the development of the whole world,

Reminding that today one in five adults is still not literate and two-third of them are women and in total 759 million of adults are not literate while 72 million children are out of school,

Recognizing that, despite the significant progress in basic education, especially the increase in primary school enrollment coupled with a growing emphasis on the quality of education, major problems, both emerging and continuing, still persist, which require even a more forceful and concerted action at the national and international levels so as to achieve the goal of education for all,

Urging the Nations, in close teamwork with other international organizations, as well as non-governmental organizations, to promote the right to education for all and to provide conditions for all for life-long learning,

1. Reaffirm the Dakar Framework for Action adopted at the World Education Forum, in which commitments were made to achieve a 50 per cent improvement in levels of adult literacy by 2015 and to improve the quality of education;

2. Appeal to all the Governments to redouble their efforts to achieve their own goals of education for all by developing national curriculums in accordance with the Dakar Framework for Action, setting clear objectives and timetables, including gender-specific education targets and programs, to eliminate gender disparities at all levels of education, to combat the illiteracy of females and to ensure that females have full and equal access to education, and by working in close partnership with communities, associations, the media and development agencies to reach those targets;

3. Recall to all the Governments to reinforce their political will and develop more inclusive policy-making environments and devise innovative strategies for reaching the poorest and most marginalized groups and for seeking alternative formal and non-formal approaches to learning and promotion of education in order to attract the attention of young people to learning;

4. Appeal to all the Governments and to economic and financial organizations and institutions, both national and international, to lend greater financial and material support to the efforts to increase literacy and achieve the goals of education for all;

5. Recommend to expand and improve comprehensive infancy and early childhood care and education, especially in the developing countries, that can be achieved by the following means:

a) strengthening of the centralized control over education, improvement of periodic inspections by state authorities which are to preserve and to improve the quality of education in the state;

b) strengthening the ability of local communities’ to participate more actively in the management of their schools,

c) improving the school infrastructure including the installation of water and sanitation facilities disregarding the financial position of the school;

6. Call to increase children’s access to schooling through:

a) introducing child-centered participatory teaching-learning methodologies through teacher training and provision of appropriate teaching materials especially for multi-grade schools in the rural areas,

b) increasing resources for children and schools in order to lessen the schooling costs

b)for poor families and to provide children with the essential learning package and supplies for schools through formal and non-formal education projects,

c) establishing more Township Education Management Information Systems (TEMIS) to improve the educational planning and management of the township education officers and to bring all the children within that township into the system, so that individual syllabi can be designed for children who are out-of- school;

7. Strongly recommend to provide information support of the education process on the basis of modern information technologies, computerization and networking and to develop a stable system of providing educational, methodological scientific resources, encyclopedias and reference books;

8. Emphasize the vital importance of providing permanent health care to children, notably of creating safe, healthy, inclusive and equal conditions in education to guarantee successful learning achievement to the desired level for all;

9. Encourage the Nations to adopt the UNESCO-USA-Brazil project “Teaching Respect for All” which is aimed to design a curricular framework to fight racism and promote tolerance and to adapt it to their respective contexts and needs;

10. Urge to ensure regular and systematic data collection on enrollment and school completion rates of children in order to proactively identify children and young people who did not complete school at the appropriate age and who dropped out or never attended school;

11. Endorse the development of adult education programs (establishment of special education centers and courses) in order to remedy the legacy of sub-standard education and non-schooling and to ensure that youth that are over 16 years of age are given the opportunity to be educated or to acquire additional qualifications in order to obtain employment;

12. Suggest to establish within the existing education system, programs for accelerated learning (catch-up classes) and part-time education in order to assist adults who have never attended school (due to factors such as their need to work part-time in order to contribute to the family income);

13. Encourage in order to support talented youth to:

a) provide sustainable psychological and educational conditions, a database and monitoring process to identify and teach academically inclined and gifted students,

b) evolve a mechanism for education credits with a flexible system of repayment,

c) provide scholarships for merit academically inclined and gifted students,

d) organize an international change program for academically inclined and gifted students in order to ensure the growth of the scientific potential of the students;

14. Ensure that sexual minorities will not be treated meanly and will have opportunity to study and fully develop as any other individual;

15. Propose to design a free web-site for children aged from 6 to 16 only for learning, we have special courses, since many people all around the world don’t have money and resources to have computers we suggest arranging special facilities for these classes like school;

16. Recommend to develop and support financially science and technology including research and innovations by organizing scientific establishments for young and aged people;

17. Create opportunities for children to be in contact with a healthy natural

environment as much as possible, as such contact provides children with

comprehensive information necessary to understand natural interactions and

allows them to be active;

18. Provide programs for pre-primary teachers at universities’ faculties of education or at tertiary professional schools. The main reason for this is the broad range of specialist educational and social knowledge and skills that pre-primary teachers have to master. This measure can also be seen as an effort to enhance their social and professional status;

19. Call upon member states to sustain and expand the gains achieved during the literacy decade through additional technical and financial support to promote literacy and literate environments with a focus on girls and women, particularly in the underprivileged communities and countries where education disparity is the highest;

20. Request the United Nations Educational Scientific and Cultural Organisation to reinforce its coordinating and catalysing role in the fight against illiteracy, creating a global multi-stakeholder partnership in support of national efforts to attain the Millennium Goal of Literacy For All by 2015;

21. Express its support for the ones fighting for women's rights to an education;

22. W elcome the development of special educational programs to prevent illiteracy for the succeeding generations and for fighting low level of education, especially in the developing areas of the world;

23. Urge all governments to introduce benefits for the students, provide them with ta place to live, while studying at the university;

24. Appeal to the governments of countries to establish special educational institutions for people with disabilities;

25. Recommend to include educational programs in national strategic plans action plans. Recommends that all countries in the world should require primary and secondary education of employees, in spite of the profession they have, and higher education at the discretion of the employer;

26. Call upon developed countries to provide financial support to developing countries to improve the conditions and the quality of education in them;

27. Further recommend to hold social programs in developing and less developed promoting the benefits of education and its further use;

28. Confirm the need of establishing new universities and opening new branches of existing institutions, especially in developing countries and in developed ones in big towns;

29. Request to give financial support to provide schools and institutions with new computer technologies to improve the quality of education;

30. Suggest that all member states of the UN should hold international conferences and meetings to discuss and solve the most acute issues concerning elimination of illiteracy in the world.

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