reproductions supplied by edrs are the best that can be made · in 1999 the ibe became the unesco...
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DOCUMENT RESUME
ED 477 739 SO 034 679
TITLE International Bureau of Education--Overview and Strategy,2002-2007.
INSTITUTION International Bureau of Education, Geneva (Switzerland).PUB DATE 2003-00-00
NOTE 50p.; Color photographs and text may not reproduceadequately.
AVAILABLE FROM International Bureau of Education, UNESCO, 15 route desMorillons, 1218 Grand-Saconnex, Geneva, Switzerland. Tel: 41-22- 917- 78 -00; Fax: 41-22-917-78-01; Web site:http://www.ibe.unesco.org.
PUB TYPE Reports Descriptive (141)
EDRS PRICE EDRS Price MF01/PC03 Plus Postage.DESCRIPTORS *Curriculum Development; *Educational Change; *Educational
Strategies; *Equal Education; Humanitarianism; ModelsIDENTIFIERS *International Bureau of Education; UNESCO
ABSTRACT
The International Bureau of Education (IBE) is an academicinstitute directed toward empowering educational activities in the field.Since 1969, the IBE has been an integral part of the United NationsEducational, Scientific and Cultural Organization (UNESCO), while retainingwide intellectual and functional autonomy. In 1999, the IBE became the UNESCOinstitute responsible for educational contents, methods, andteaching/learning strategies through curriculum development. Currently, theIBE works toward achieving Education for All, aiming to ensure that Educationfor All contributes to living together in peace, to development, and tojustice. This overview and strategy booklet contains 12 sections: (1) "WorldTrends and Educational Challenges"; (2) "New Educational Models Required";(3) "How to Promote Curriculum Development Processes That Improve the Qualityof Education"; (4) "Curriculum as a Tool for Educational Change"; (5) "Makingan International Contribution to Educational Quality; (6) "Education and theInterests of Humanity"; (7) "Role of the IBE within the Framework of theUNESCO Medium-Term Strategy"; (8) "IBE Strategy of Capacity Building forCurriculum Development"; (9) "IBE Strategy of Disseminating Innovations andAnalysing Trends"; (10) "IBE Strategy of Facilitating and Promoting Dialoguefor Policy-Making"; (11) "Country Co-operation on Curriculum Development";and (12) "Curricula and HIV/AIDS." (BT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
01 rr)
N-
QIn
tern
atio
nal B
urea
u of
Edu
catio
n--O
verv
iew
and
Str
ateg
y20
02-2
007.
Inte
rnat
iona
l Bur
eau
of E
duca
tion,
Gen
eva
(Sw
itzer
land
).
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
Afa
eeer
ead:
w
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
1
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)yr
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r P
olic
y.
.8)
tacT
uatio
nal
11 a
Lie
`Al t
i 011
But
v4,1
1.-
1111
1111
1111
M
Inte
rnat
iona
l Bur
eau
of E
duca
tion
UN
ESC
OSt
reet
add
ress
: 15
rout
e de
s M
orill
ons,
1218
Gra
nd-S
acon
nex,
Gen
eva,
Sw
itzer
land
Post
al a
ddre
ss: P
.O. B
ox 1
99, 1
211
Gen
eva
20,
Switz
erla
nd
Tel
.: +
41.2
2.91
7.78
.00
Fax:
+41
.22.
917.
78.0
1
ww
w.ib
e.un
esco
.org
Phot
o cr
edits
:(c
) U
NE
SCO
, exc
ept
whe
re o
ther
wis
e st
ated
Ut
Inte
rnat
iona
l Bur
eau
of E
duca
tion
UN
ESC
O
Ove
rvie
w a
nd S
trat
egy
2002
2007
Con
tent
s
Wor
ld tr
ends
and
edu
catio
nal c
halle
nges
7
New
edu
catio
nal m
odel
s re
quire
d8
How
to p
rom
ote
curr
icul
um d
evel
opm
ent p
roce
sses
that
impr
ove
the
qual
ity o
f edu
catio
n8
The
cur
ricul
um a
s a
tool
for
educ
atio
nal c
hang
e10
Mak
ing
an in
tern
atio
nal c
ontr
ibut
ion
to e
duca
tiona
l qua
lity
11
Edu
catio
n an
d th
e in
tere
sts
of h
uman
ity14
The
rol
e of
the
IBE
with
in th
e fr
amew
ork
of th
e U
NE
SC
O m
ediu
m-t
erm
str
ateg
y15
The
IBE
str
ateg
y of
cap
acity
bui
ldin
g fo
r cu
rric
ulum
dev
elop
men
t19
The
IBE
str
ateg
y of
dis
sem
inat
ing
inno
vatio
ns a
nd a
naly
sing
tren
ds29
The
IBE
str
ateg
y of
faci
litat
ing
and
prom
otin
g di
alog
ue fo
r po
licy-
mak
ing
35
Cou
ntry
co-
oper
atio
n on
cur
ricul
um d
evel
opm
ent
41
Cur
ricul
a an
d H
IV/A
IDS
45
e In
ter
tiur
eof
E ti
catio
n:a
fiel
d-or
ient
ed in
stitu
te to
pro
mot
e le
arni
ng f
or li
ving
toge
ther
thro
ugh
curr
icul
um d
evel
opm
ent
The
Int
erna
tiona
l Bur
eau
of E
duca
tion
(IB
E)
was
fou
nded
in G
enev
a as
a p
riva
te, n
on-g
over
nmen
tal
orga
niza
tion
in 1
925.
In
1929
, und
er n
ew s
tatu
tes,
the
IBE
ext
ende
d m
embe
rshi
p to
gov
ernm
ents
. It
ther
efor
e be
cam
e th
e fi
rst i
nter
gove
rnm
enta
l org
aniz
atio
n in
the
fiel
d of
edu
catio
n. T
he n
ame
ofJe
an
Piag
et b
ecam
e cl
osel
y as
soci
ated
with
the
orga
niza
tion,
whi
ch h
e le
d fo
r al
mos
t for
ty y
ears
. Sin
ce
1969
the
IBE
has
bee
n an
inte
gral
par
t of
UN
ESC
Oth
e U
nite
d N
atio
ns E
duca
tiona
l, Sc
ient
ific
and
Cul
tura
l Org
aniz
atio
nwhi
le r
etai
ning
wid
e in
telle
ctua
l and
fun
ctio
nal a
uton
omy.
In
1999
the
IBE
beca
me
the
UN
ESC
O in
stitu
te r
espo
nsib
le f
or e
duca
tiona
l con
tent
s, m
etho
ds a
nd te
achi
ng/le
arni
ng
stra
tegi
es th
roug
h cu
rric
ulum
dev
elop
men
t.
The
IB
E is
an
acad
emic
inst
itute
who
se a
ctiv
ities
are
dir
ecte
d to
war
ds e
mpo
wer
ing
educ
atio
nal a
c-
tiviti
es in
the
fiel
d.
It is
at t
he s
ervi
ce o
f U
NE
SCO
Mem
ber
Stat
es, l
ocal
gov
ernm
ents
, uni
vers
ities
and
non
-gov
ernm
en-
tal o
rgan
izat
ions
. Its
pur
pose
is to
hel
p its
par
tner
s m
ake,
ass
ess
and
deve
lop
educ
atio
nal c
urri
cula
.
It f
ocus
es o
n le
arni
ng to
live
toge
ther
.O
n be
half
of
the
Min
istr
y of
Nat
iona
l Edu
catio
n, Y
outh
and
Spo
rt o
f th
e C
zech
Rep
ublic
and
of
Ch
UN
ESC
O, t
he I
BE
adm
inis
ters
the
Com
eniu
s M
edal
. Thi
s m
edal
was
cre
ated
in 1
992
on th
e oc
casi
on
of th
e 40
0th
anni
vers
ary
of th
e bi
rth
of J
an A
mos
Com
eniu
s to
rew
ard
outs
tand
ing
achi
evem
ents
and
inno
vatio
ns in
the
fiel
ds o
f te
achi
ng a
nd e
duca
tiona
l res
earc
h, a
nd to
com
mem
orat
e C
omen
ius'
spir
itual
her
itage
.
The
IB
E is
gov
erne
d by
a C
ounc
il co
nsis
ting
of tw
enty
-eig
ht M
embe
r St
ates
ele
cted
by
the
Gen
eral
Or
Con
fere
nce
of U
NE
SCO
. The
Cou
ncil
appr
oves
the
IBE
's p
rogr
amm
e an
d bu
dget
pro
posa
ls, s
ubm
its
them
to th
e U
NE
SCO
Exe
cutiv
e B
oard
and
Gen
eral
Con
fere
nce,
and
take
s st
eps
to e
nsur
e th
e co
n-
sist
ency
and
the
inte
grat
ion
of it
s pr
iori
ties
and
prog
ram
mes
with
thos
e ap
prov
ed b
y th
e G
ener
alC
onfe
renc
e. T
he D
irec
tor-
Gen
eral
of
UN
ESC
O e
ither
atte
nds
or is
rep
rese
nted
at t
he m
eetin
gs o
f th
e
IBE
Cou
ncil.
The
pre
sent
list
of
Mem
ber
Stat
es m
akin
g up
the
IBE
Cou
ncil
can
be f
ound
on
the
IBE
's w
ebsi
te:
ww
w.ib
e.un
esco
.org
/
4
John
Dan
iel,
UN
ESC
O's
Ass
ista
nt D
irec
tor-
Gen
eral
for
Edu
catio
n, p
rese
nts
the
Com
eniu
s M
edal
toT
hom
as A
ngo
Bed
iako
(G
hana
), 6
Sep
tem
ber
2001
egor
ioN
AL
INT
INT
ER
NA
TIO
NA
LBUREAU
INT
OF
ICIN
AIN
TE
RN
AC
ION
AL
0
From
. the
Dir
ecto
r of
the
IBE
The
twen
tieth
cen
tury
was
the
cent
ury
of u
nive
rsal
sch
oolin
g. I
n 19
98, 8
4% o
f ch
ildre
n
thro
ugho
ut th
e w
orld
alr
eady
atte
nded
a s
choo
l. In
vest
men
ts in
edu
catio
n ha
d in
crea
sed
cons
ider
ably
rel
ativ
e to
pre
viou
s de
cade
s. I
n 19
90, t
hey
cons
titut
ed b
etw
een
0.8%
and
2.2%
of
the
gros
s do
mes
tic p
rodu
ct o
f di
ffer
ent c
ount
ries
. In
1998
they
ros
e to
a r
ange
from
1.3
% to
2.5
%, a
lthou
gh e
ffor
ts a
re s
till n
eces
sary
to in
clud
e th
e ex
clud
ed. T
hein
tern
atio
nal c
omm
unity
, nat
ions
and
fam
ilies
hav
e ac
know
ledg
ed th
e ne
ed to
mak
e
prog
ress
tow
ards
ach
ievi
ng E
duca
tion
for
All.
How
ever
... is
that
rea
lly a
wor
thw
hile
aim
? D
urin
g th
at s
ame
cent
ury
hum
anity
kill
ed
mor
e th
an 1
80 m
illio
n of
its
mem
bers
. The
gen
ocid
es, t
he w
ars
and
the
terr
oris
t act
sw
ere
in m
ost c
ases
led
by p
eopl
e w
ho h
ad r
ecei
ved
man
y ye
ars
of s
choo
ling.
On
the
othe
r ha
nd, w
ithou
t sch
oolin
g th
ere
can
be n
eith
er d
evel
opm
ent n
or e
quity
and
soc
ial
cohe
sion
. The
rea
l que
stio
n, th
en, i
s no
t whe
ther
it is
wor
thw
hile
to c
ontin
ue s
trug
-gl
ing
for
Edu
catio
n fo
r A
ll, b
ut r
athe
r ho
w to
ens
ure
that
Edu
catio
n fo
r A
ll co
ntri
bute
s
to li
ving
toge
ther
in p
eace
, to
deve
lopm
ent a
nd to
just
ice.
One
way
of
achi
evin
g su
ch e
duca
tion
is to
foc
us o
n ac
tion,
cap
acity
bui
ldin
g, p
olic
ydi
alog
ue a
nd r
esea
rch
aim
ed a
t ens
urin
g le
gitim
ate
and
sust
aina
ble
proc
esse
s of
edu
-
catio
nal c
hang
e w
ith a
vie
w to
impr
ovin
g its
con
tent
s, m
etho
ds a
nd s
truc
ture
s, m
ainl
y
thro
ugh
curr
icul
um d
evel
opm
ent.
The
Int
erna
tiona
l Bur
eau
of E
duca
tion
is u
nder
tak-
ing
its m
ediu
m-t
erm
str
ateg
y w
ith th
e ai
m o
f co
ntri
butin
g to
this
pro
cess
of
impr
ove-
men
t.
Cec
ilia
Bra
slay
sky
I/
Wor
ld tr
ends
and
educ
atio
nal c
halle
nges
All
natio
ns a
nd a
lmos
t all
hum
an b
eing
s ar
eno
w s
tron
gly
inte
rdep
ende
nt. T
his
fact
has
shar
pene
d an
d am
plif
ied
a nu
mbe
r of
edu
ca-
tiona
l cha
lleng
es. P
eopl
e ar
e ex
pect
ing
edu-
catio
n to
pro
vide
them
with
cap
aciti
es f
orm
akin
g a
livin
g, f
or p
oliti
cal a
nd c
ultu
ral p
ar-
ticip
atio
n, f
or a
naly
sis,
for
aut
onom
y, f
or s
elf-
cont
rolle
d le
arni
ng a
nd f
or m
akin
g re
spon
sibl
e
choi
ces.
Som
e of
thes
e ch
alle
nges
are
: lif
elon
g le
arn-
ing
and
re-l
earn
ing
new
kno
wle
dge
and
skill
s;
lear
ning
how
to li
ve to
geth
er; s
uppo
rtin
g di
-ve
rse
cultu
ral i
dent
ities
and
cro
ss-c
ultu
ral e
du-
LO
catio
n. T
he ta
sk o
f re
achi
ng e
duca
tiona
llyth
ose
who
hav
e re
mai
ned
or h
ave
beco
me
mar
gina
lized
and
to c
ontr
ibut
e to
soc
ial c
ohe-
sion
is a
par
amou
nt c
halle
nge
in a
wor
ld w
here
pove
rty
and
ineq
uitie
s fr
eque
ntly
gro
w w
orse
.
The
nee
ds o
f de
moc
raci
es a
nd th
e ne
ed f
orpr
omot
ing
new
way
s of
par
ticip
atin
g in
pub
lic
life,
as
wel
l as
the
chal
leng
e po
sed
by v
io-
lenc
e, a
ll ur
gent
ly r
equi
re e
norm
ous
educ
a-
tiona
l eff
orts
. The
y re
quir
e: e
duca
tion
for
citi-
zens
hip;
edu
catio
n th
at d
isco
urag
es c
hauv
in-
ism
s an
d in
tole
ranc
e; a
nd e
duca
tion
that
cur
-
tails
the
cogn
itive
, aff
ectiv
e, a
nd s
ocio
-cul
tura
l
com
pone
nts
of c
onfl
icts
.
The
impo
rtan
ce o
f sc
ienc
e an
d te
chno
logy
in
all a
spec
ts o
f lif
e to
day
cont
inue
s to
gro
w.
Scie
nce
and
tech
nolo
gy a
nd v
ario
us is
sues
aris
ing
from
them
are
als
o a
maj
or s
ourc
e of
educ
atio
nal c
halle
nges
. We
refe
r to
the
chal
-
leng
es th
at a
rise
, for
exa
mpl
e, f
rom
gen
etic
tech
nolo
gy a
nd f
rom
the
unex
pect
ed e
nvir
on-
men
tal i
mpa
cts
of in
dust
rial
izat
ion.
Thu
s, n
ew
choi
ces
are
requ
ired
mak
ing
it im
pera
tive
tost
reng
then
the
rela
tions
hip
betw
een
scie
ntif
ic
and
tech
nica
l dev
elop
men
t and
the
ethi
cs o
f
the
com
mon
goo
d. A
lrea
dy, i
t is
expe
cted
that
educ
atio
n sh
ould
hel
p pe
ople
to b
ecom
e an
d
rem
ain
scie
ntif
ical
ly li
tera
te.
Info
rmat
ion
and
com
mun
icat
ions
tech
nolo
gies
have
rap
idly
cha
nged
alm
ost a
ll so
ciet
ies.
Publ
ic c
omm
unic
atio
ns m
edia
hav
e be
com
e
wid
espr
ead
and
mor
e in
flue
ntia
l. T
hey
risk
bein
g m
erel
y ex
pres
sion
s of
eco
nom
ic in
ter-
ests
, and
new
for
ms
of m
anip
ulat
ion.
How
-ev
er, t
hey
are
also
bec
omin
g po
tent
ially
mor
e
inte
ract
ive
and
educ
atio
nal.
Soci
etie
s ar
e no
w
need
ing
and
expe
ctin
g re
sults
fro
m e
duca
tion
syst
ems,
suc
h as
a r
educ
tion
of th
e 'd
igita
ldi
vide
'the
capa
citie
s fo
r us
ing
the
info
rma-
tion
avai
labl
e th
roug
h m
oder
n m
edia
and
in-
form
atio
n te
chno
logi
es.
Edu
catio
n to
war
ds r
espo
nsib
le c
hoic
es is
als
o
expe
cted
to b
e kn
owle
dge-
base
d an
d et
hics
-
base
d, a
nd n
ot s
impl
y th
e m
eans
of
ensu
ring
the
tran
sfer
of
accu
rate
info
rmat
ion.
Pho
tos.
Top
.. LV
ES
C(.
;/:',O
rld B
tAlc
/Che
rnus
hB
otto
m: U
NE
SC
O /P
.G. S
carla
ndis
New
edu
catio
nal m
odel
sre
quire
d
New
way
s of
look
ing
at e
duca
tion
are
need
ed:
new
roo
t mod
els
or p
arad
igm
s. A
ll th
e pr
evi-
ousl
y m
entio
ned
glob
al tr
ends
and
dev
elop
-m
ents
req
uire
us
to m
ake
spec
ial e
ffor
ts to
cope
with
the
chan
ges
to tr
y an
d re
vers
e or
redi
rect
them
, or
take
adv
anta
ge o
f th
em.
Wha
t the
wor
ld p
rese
nts
us w
ith is
a s
et o
fne
w c
halle
nges
, eve
n to
way
s of
thin
king
abou
t edu
catio
n. W
hat a
re th
e fu
ture
dir
ec-
tions
for
hum
anki
nd?
Wha
t con
tent
for
edu
-ca
tion?
Wha
t fra
mew
orks
and
str
ateg
ies
for
teac
hing
? H
ow a
nd w
hat i
s on
e to
lear
n?W
hat n
ew a
ppro
ache
s w
ill b
e eq
uita
ble
and
incl
usiv
e? W
hat e
duca
tiona
l str
uctu
res
and
syst
ems
are
requ
ired
? W
hat s
choo
l org
ani-
zatio
n?
The
way
in w
hich
mos
t of
the
wor
ld lo
oks
at
educ
atio
n, th
e w
ay in
whi
ch e
duca
tion
sys-
tem
s re
spon
d to
suc
h qu
estio
ns, i
s st
ill b
asi-
cally
a r
elic
of
the
nine
teen
th c
entu
ry. T
hose
visi
ons
have
mos
tly b
een
stre
tche
d to
thei
rlim
it. N
ew v
isio
ns a
re n
eede
d. T
here
are
enco
urag
ing
repo
rts
of in
itiat
ives
that
inno
-
vate
, tha
t re-
shap
e ed
ucat
ion,
and
that
ref
orm
educ
atio
n sy
stem
s. T
hese
mus
t be
used
as
a
sour
ce o
f in
spir
atio
n.
Hum
anity
is n
ewly
red
efin
ing
its o
wn
futu
re
and,
to f
ulfi
l som
e of
the
cruc
ial r
oles
in th
is
proc
ess,
edu
catio
n m
ust r
aise
sta
ndar
ds o
fqu
ality
and
see
k ne
w d
irec
tions
.E
duca
tion
is f
aced
with
the
need
for
lear
ners
to c
ope
with
thei
r ow
n de
velo
pmen
t and
with
the
prob
-
lem
s of
eve
ryda
y lif
e, b
ut a
lso
it ha
s to
suc
-
cess
fully
fos
ter
conv
ivia
lity
livin
g to
geth
er
in m
utua
l ful
film
ent i
n th
e fa
ce o
f di
ffer
ence
s.
It h
as to
pre
pare
eff
ectiv
ely
for
a sh
ared
, sus
-
tain
able
fut
ure
that
is b
ased
on
the
valu
es o
f
life,
pea
ce, h
uman
rig
hts,
col
lect
ive
pros
per-
ity, i
nclu
sion
, co-
oper
atio
n, s
olid
arity
and
jus-
tice.
It h
as to
dev
elop
eff
ectiv
e ap
proa
ches
and
inno
vatio
ns to
atta
ck p
over
ty a
nd to
pre
-
vent
war
, par
tly th
roug
h th
e in
tegr
al d
evel
op-
men
t of
indi
vidu
al h
uman
bei
ngs
and
com
mu-
nitie
s.
It ta
kes
empo
wer
men
t and
ow
ners
hip
ofch
ange
to a
chie
ve e
ffec
tive
appr
oach
es a
ndre
sults
. Bot
h un
leas
h pe
ople
's p
oten
tial.
Thi
s
is th
e pa
th to
edu
catio
nal i
nnov
atio
n th
at is
resp
onsi
ve, g
loba
lly a
nd lo
cally
rel
evan
t, su
s-
tain
ed, h
igh
qual
ity, a
nd c
reat
ive.
Em
pow
er-
men
t and
ow
ners
hip
of c
hang
e ca
n be
app
lied
in th
e ed
ucat
ion
sect
or a
t all
leve
lsfr
om
scho
ol to
nat
iona
l and
reg
iona
l bod
ies
to e
n-
sure
that
edu
catio
n sy
stem
s ca
n co
pe w
ith a
chan
ging
wor
ld. E
mpo
wer
men
t and
ow
ner-
ship
of
chan
ge m
ay a
lso
be th
e ke
y to
ens
ur-
ing
univ
ersa
l acc
ess
to e
duca
tion,
and
to h
elp
guar
ante
e E
duca
tion
for
All
as a
uni
vers
alhu
man
rig
ht.
How
to p
rom
ote
curr
icul
umde
velo
pmen
t pro
cess
esth
at o
mpr
ove
the
qual
ity o
fed
ucat
ion
The
IB
E is
con
cern
ed e
spec
ially
with
the
pro-
mot
ion
of th
e pr
oces
s of
lear
ning
thro
ugh
the
inte
gral
dev
elop
men
t of
all p
erso
ns a
nd c
om-
mun
ities
.
The
maj
or c
halle
nge
for
the
IBE
is to
pro
-m
ote
rele
vant
qua
lity
educ
atio
n, r
esul
ting
inle
arni
ng to
live
toge
ther
, eco
nom
ic a
nd s
ocia
l
deve
lopm
ent,
soci
al c
ohes
ion
and
peac
e. T
he
IBE
hel
ps to
cre
ate
som
e of
the
requ
ired
con
-
ditio
ns a
nd le
arni
ng e
xper
ienc
es f
or th
is. I
tfu
nctio
ns e
spec
ially
thro
ugh
the
prom
otio
n of
pert
inen
t cur
ricu
la. T
he I
BE
use
s th
e de
fini
-tio
n of
cur
ricu
la b
oth
as a
set
of
prod
ucts
and
proc
esse
s (s
ee p
age
10).
Cur
ricu
la, i
nclu
ding
syl
labi
and
text
book
s, n
eed
to b
e as
sess
ed a
nd m
aint
aine
d. W
here
cur
-ri
cula
are
onl
y in
form
atio
n-ce
ntre
d an
d ba
sed
on k
now
ledg
e tr
ansf
er, t
hey
may
nee
d to
be
revi
sed.
The
y sh
ould
giv
e w
ay to
mor
e ba
l-an
ced
curr
icul
a, w
here
this
wou
ld b
e lo
cally
appr
opri
ate.
In
thes
e, th
e ai
m w
ould
be
toac
quir
e co
mpe
tenc
ies
and
to s
atis
fy th
e le
arn-
ing
need
s of
per
sons
, soc
ietie
s an
d hu
man
ity.
Such
a p
arad
igm
shi
ft r
epre
sent
s a
key
chal
-le
nge
for
curr
icul
um d
evel
oper
s at
all
leve
ls.
Whe
re c
urri
culu
m m
akin
g an
d de
velo
pmen
tpr
oces
ses
are
top-
dow
n, th
ey m
ay n
eed
to g
ive
way
to a
dif
fere
nt k
ind
of c
hang
e pr
oces
s. A
s
soon
as
loca
l con
ditio
ns p
erm
it, th
e cu
rric
u-
lum
mak
ing
and
deve
lopm
ent p
roce
sses
nee
d
to b
ecom
e ne
ither
ent
irel
y to
p-do
wn
nor
ex-
clus
ivel
y bo
ttom
-up,
but
rat
her,
syn
ergi
stic
.
Dec
isio
n-m
aker
s in
min
istr
ies
and
educ
atio
n
depa
rtm
ents
, jus
t as
muc
h as
peo
ple
taki
ngde
cisi
ons
at th
e sc
hool
and
com
mun
ity le
vels
,
wou
ld b
e ex
pect
ed to
initi
ate
and
to c
ontr
ib-
ute
to c
urri
cula
and
cur
ricu
lum
impl
emen
ta-
tion
wor
k. T
he c
ontr
ibut
ions
fro
m th
e to
p an
d
thos
e fr
om th
e bo
ttom
wou
ld b
e ar
ticul
ated
so th
at th
ey b
ecom
e co
nsis
tent
and
com
ple-
men
tary
with
one
ano
ther
. Org
aniz
ing
wid
epa
rtic
ipat
ory
stak
ehol
der
invo
lvem
ent a
ndco
nsul
tatio
n pr
oces
ses
is o
ne o
f th
e w
ays
ofen
hanc
ing
rele
vanc
e, g
ener
atin
g ne
w e
nerg
ies
and
a w
ide
sens
e of
ow
ners
hip
that
may
lead
to d
ecre
asin
g co
nflic
t and
ineq
uity
.
Wha
t abo
ut th
e ge
nera
l per
spec
tive
onch
ange
hel
d by
soc
ial a
nd e
duca
tiona
l pol
icy
mak
ers
and
curr
icul
um d
evel
oper
s? O
pen
outlo
oks
are
requ
ired
with
in a
ny g
eogr
aphi
cal
regi
on. T
hese
wou
ld b
e pe
rspe
ctiv
es th
at a
re
enri
ched
, ins
pire
d, c
halle
nged
or
help
ed b
ype
rson
s, in
stitu
tions
, the
orie
s, r
esea
rch
resu
lts
and
good
pra
ctic
es f
rom
div
erse
par
ts o
f th
eco
untr
y an
d fr
om o
ther
cou
ntri
es, w
ithin
and
outs
ide
the
geog
raph
ical
reg
ion
invo
lved
.
The
cur
ricul
um a
s a
tool
for
educ
atio
nal c
hang
e
The
his
tory
of
educ
atio
n sh
ows
us th
at th
e te
rm
`cur
ricu
lum
' was
ori
gina
lly r
elat
ed to
the
con-
cept
of
a co
urse
of
stud
ies
follo
wed
by
a pu
pil i
n
a te
achi
ng in
stitu
tion.
The
con
cept
of
'cur
ricu
-
lum
' was
use
d in
the
Eng
lish-
spea
king
trad
ition
as e
quiv
alen
t to
the
conc
ept o
f pr
ogra
mm
ed'
etud
es. N
ever
thel
ess,
in r
ecen
t dec
ades
, the
conc
ept o
f cu
rric
ulum
has
evo
lved
and
gai
ned
impo
rtan
ce.
The
term
cur
ricu
lum
is m
ostly
use
d to
ref
er to
the
exis
ting
cont
ract
bet
wee
n so
ciet
y, th
e St
ate
and
educ
atio
nal p
rofe
ssio
nals
with
reg
ard
to th
e
educ
atio
nal e
xper
ienc
es th
at le
arne
rs s
houl
d an
d
in f
act d
o un
derg
o du
ring
a c
erta
in p
hase
of
thei
r
lives
. For
the
maj
ority
of
auth
ors
and
expe
rts,
the
curr
icul
um d
efin
es: (
i) w
hy; (
ii) w
hat;
(iii)
whe
n; (
iv)
whe
re; (
v) h
ow; a
nd (
vi)
with
who
m
the
lear
ning
is to
take
pla
ce.
The
cur
ricu
lum
def
ines
: the
fou
ndat
ions
and
con
-
tent
s of
edu
catio
n; th
eir
sequ
enci
ng in
rel
atio
n
to th
e am
ount
of
time
avai
labl
e fo
r th
e le
arni
ng
expe
rien
ces;
the
char
acte
rist
ics
of th
e te
achi
ng
inst
itutio
ns; t
he c
hara
cter
istic
s of
the
lear
ning
expe
rien
ces,
in p
artic
ular
fro
m th
e po
int o
f vi
ew
of m
etho
ds to
be
used
; the
res
ourc
es f
or le
arni
ng
and
teac
hing
, suc
h as
text
book
s an
d ne
w te
ch-
nolo
gies
; eva
luat
ion;
and
teac
hers
' pro
file
s.
Ori
gina
lly, t
he c
urri
culu
m w
as c
onsi
dere
d as
the
prod
uct o
f a
tech
nica
l pro
cess
. In
othe
r w
ords
, it
was
see
n as
a d
ocum
ent p
repa
red
by e
xper
ts, d
e-
pend
ing
on th
e st
ate
of th
e ar
t of
disc
iplin
ary
and
peda
gogi
cal k
now
ledg
e. N
owad
ays,
it is
con
sid-
ered
bot
h as
a p
rodu
ct a
nd a
pro
cess
. It i
s al
sose
en a
s a
prod
uct a
nd a
pro
cess
that
em
bodi
es, o
n
the
one
hand
, a te
chni
cal o
r pr
ofes
sion
al d
imen
-
sion
, and
, on
the
othe
r, a
cul
tura
l dim
ensi
on.
Inde
ed, t
he c
urri
culu
m r
elat
es to
the
conn
ectio
ns
betw
een
the
goal
s of
edu
catio
n an
d ev
eryd
ay li
fe
in le
arni
ng in
stitu
tions
, sch
ools
, col
lege
s an
d un
i-
vers
ities
. It d
efin
es w
hat '
coun
ts a
s va
lid k
now
l-
edge
'. It
hel
ps to
giv
e m
eani
ng to
edu
catio
n.
With
reg
ard
to th
e m
ater
ial e
xpre
ssio
n of
cur
ricu
la
in a
nar
row
sen
se, i
.e. t
he o
ffic
ial c
urri
culu
m o
r
docu
men
ts a
dopt
ed b
y th
e ed
ucat
iona
l aut
hori
ties,
thes
e te
xts
are
incr
easi
ngly
fle
xibl
e an
d op
en to
teac
hers
' int
erpr
etat
ions
. One
of
the
resu
lts o
f th
is
flex
ibili
ty h
as b
een
that
the
notio
n of
cur
ricu
lum
as a
pro
duct
has
bec
ome
mor
e cl
osel
y lin
ked
with
the
idea
of
curr
icul
um a
s a
proc
ess.
Thi
s lin
kage
shap
es th
e fo
rmal
or
offi
cial
cur
ricu
lum
, but
it a
lso
desc
ribe
s th
e im
plem
enta
tion.
Now
aday
s, w
e ar
e th
us s
eein
g in
tere
stin
g an
d co
m-
plex
rel
atio
nshi
ps b
etw
een
curr
icul
ar d
ocum
ents
and
a nu
mbe
r of
pro
cess
es, s
uch
as th
e cu
rric
ulum
mak
ing,
dev
elop
men
t or
impl
emen
tatio
n pr
o-ce
sses
, and
the
vari
ous
educ
atio
nal,
cultu
ral a
nd
soci
al p
roce
sses
with
whi
ch th
e cu
rric
ulum
inte
r-
acts
. The
se in
tera
ctio
ns n
eed
to b
e st
udie
d an
d to
be u
sed
to e
nhan
ce th
e qu
ality
of
educ
atio
n an
d
the
qual
ity o
f ou
r liv
ing
toge
ther
.
The
Mill
enni
um D
evel
opm
ent G
oals
In S
epte
mbe
r 20
00, a
t the
Uni
ted
Nat
ions
Mil-
lenn
ium
Sum
mit,
wor
ld le
ader
s ag
reed
to a
set
of ti
me-
boun
d an
d m
easu
rabl
e go
als
and
tar-
gets
Mill
enni
um D
evel
opm
ent G
oals
whi
ch
are
to b
e ac
hiev
ed b
y 20
15: (
1) H
alve
ext
rem
e
pove
rty
and
hung
er; (
2) A
chie
ve u
nive
rsal
pri
-
mar
y ed
ucat
ion;
(3)
Em
pow
er w
omen
; (4)
Pro
-
mot
e eq
ualit
y be
twee
n w
omen
and
men
; (5)
Red
uce
mor
talit
y of
chi
ldre
n un
der-
5 ye
ars
by
two-
thir
ds; (
6) R
educ
e m
ater
nal m
orta
lity
by
thre
e-qu
arte
rs; (
7) R
ever
se th
e sp
read
of
kille
r
dise
ases
; (8)
esp
ecia
lly H
IV/A
IDS
and
mal
aria
;
(9)
Ens
ure
envi
ronm
enta
l sus
tain
abili
ty; (
10)
Cre
ate
a gl
obal
par
tner
ship
for
dev
elop
men
t;
(11)
with
targ
ets
for
aid,
trad
e an
d de
bt r
elie
f.
It is
the
resp
onsi
bilit
y of
all
inte
rnat
iona
l age
n-
cies
, inc
ludi
ng th
e IB
E, t
o he
lp a
chie
ve th
ese
goal
s.
The
wor
k of
the
IBE
ove
rlap
s di
rect
ly w
ith
thos
e go
als
rela
ting
to u
nive
rsal
pri
mar
y ed
u-
catio
n an
d H
IV/A
IDS.
The
Mill
enni
um D
ecla
-
ratio
n of
the
UN
Sum
mit
also
out
lined
a c
on-
sens
us 'r
oad
map
' on
how
to p
roce
ed, w
ith a
stro
nger
foc
us o
n hu
man
rig
hts,
goo
d go
ver-
nanc
e an
d de
moc
racy
.
Mak
ing
an in
tern
atio
nal
cont
ribut
ion
to e
duca
tiona
lqu
ality
Edu
catio
nal q
ualit
y ha
s to
be
prom
oted
at n
a-
tiona
l and
inte
rnat
iona
l lev
els.
The
IB
E is
an
acto
r w
ithin
UN
ESC
O to
fac
ilita
te a
nd s
up-
port
, thr
ough
inte
rnat
iona
l col
labo
ratio
n, s
uch
rene
wed
lear
ning
pro
cess
es, c
urri
culu
m d
e-
velo
pmen
t and
per
spec
tives
on
educ
atio
nal
chan
ge. T
hose
thre
e co
mpo
nent
s ar
e in
ter-
depe
nden
t and
inte
rrel
ated
to m
any
othe
rs. F
or
all o
f th
em, t
he s
take
hold
ers
of e
duca
tion
incl
udin
g ch
ildre
n, p
aren
ts a
nd c
omm
uniti
es,
as w
ell a
s te
ache
rs a
nd o
ther
edu
cato
rs a
ndpo
licy-
mak
erso
ften
nee
d ne
w in
tern
atio
nal,
open
way
s of
thin
king
and
inte
ract
ing.
In o
rder
to m
ake
a si
gnif
ican
t con
trib
utio
n to
pers
ons
and
soci
etie
s in
toda
y's
wor
ld, a
nd in
orde
r to
cre
ate
resp
onsi
ve, l
ocal
ly-
and
glo-
bally
-rel
evan
t and
sus
tain
able
edu
catio
n sy
s-
tem
s, w
hat i
s re
quir
ed is
a c
once
ntra
tion
onth
e sa
tisfa
ctio
n of
edu
catio
nal n
eeds
, and
ava
riet
y of
app
roac
hes
that
rea
ch th
eun
reac
hed
acco
rdin
g to
eac
h co
ntex
t.
Self
-em
pow
erm
ent a
mon
g ed
ucat
ors
and
edu-
catio
nal d
ecis
ion-
mak
ers
is n
eces
sary
. Thi
s is
the
chal
leng
e of
mas
teri
ng th
e re
quir
ed c
orn-
pete
ncie
s an
d in
form
atio
n so
that
they
can
visu
aliz
e m
ore
optio
ns a
nd w
ill b
e ab
le to
for
-
mul
ate
and
impl
emen
t the
m in
cur
ricu
la a
nd
in c
urri
culu
m d
evel
opm
ent s
trat
egie
s. T
his
mas
tery
, in
any
coun
try,
take
s pl
ace
bette
rw
hen
cert
ain
fact
ors
are
pres
ent.
Am
ong
thes
e fa
ctor
s ar
e: th
e ea
sy a
vaila
bilit
y of
in-
form
atio
n on
rel
evan
t dev
elop
men
ts e
lse-
whe
re; c
ase
stud
ies
on s
ucce
ssfu
l and
uns
uc-
cess
ful e
xper
ienc
es; a
ppra
ised
cur
ricu
lum
docu
men
ts a
nd v
alid
ated
wor
king
tool
s; a
vail-
able
ana
lysi
s of
tren
ds u
sing
suc
h in
form
a-tio
n; a
nd th
e ci
rcul
atio
n of
inno
vativ
e id
eas
that
may
be
loca
lly g
ener
ated
or
exte
rnal
ly
borr
owed
.
The
insp
irat
ion
and
assi
stan
ce f
or c
urri
cula
r
chan
ge in
any
cou
ntry
oft
en c
omes
fro
m o
ther
coun
trie
s. T
here
is th
us th
e ne
ed f
or in
-dep
th
shar
ing
of k
now
ledg
e an
d ca
paci
ties
of a
dapt
-
ing
and
usin
g (o
r re
ject
ing)
mod
els
from
els
e-
whe
re, a
ccor
ding
to lo
cal n
eeds
.
Var
ious
type
s of
net
wor
k-re
late
d ac
tiviti
es a
re
thus
use
ful,
and
som
e ar
e al
read
y ta
king
pla
ce.
Net
wor
ks a
mon
g pr
ofes
sion
als
and
thei
r in
-
stitu
tions
are
a m
echa
nism
for
fac
ilita
ting
and
enha
ncin
g su
ch w
ork.
IB
E n
etw
orks
are
in-
tern
atio
nal,
and
have
reg
iona
l foc
i and
par
t-
ners
. The
y sh
are
know
ledg
e an
d ca
paci
ties.
Som
e of
them
are
abl
e to
act
co-
oper
ativ
ely
on c
urri
culu
m d
evel
opm
ent.
Phot
o C
opyr
ight
: 10M
(c)
Wen
dy S
tone
199
1
Phot
o cr
edits
.
Abo
ve: U
NIC
EF/
HQ
96-0
48I/
Ale
jand
ro B
alag
uer;
Opp
osite
: UN
ICE
F/53
86/J
ohn
Isaa
c
12
Edu
catio
n fo
r A
ll:th
e si
x D
akar
Goa
ls a
dopt
edIb
y th
e in
tern
atio
nal c
omm
unity
, 200
0
1.E
xpan
ding
and
impr
ovin
g co
mpr
ehen
sive
earl
y ch
ildho
od c
are
and
educ
atio
n, e
spec
ially
for
the
mos
t vul
nera
ble
and
disa
dvan
tage
d ch
ildre
n.
2.E
nsur
ing
that
by
2015
all
child
ren,
par
-tic
ular
ly g
irls
, chi
ldre
n in
dif
ficu
lt ci
rcum
stan
ces
and
thos
e be
long
ing
to e
thni
c m
inor
ities
, hav
eac
cess
to a
nd c
ompl
ete
free
and
com
puls
ory
pri-
mar
y ed
ucat
ion
of g
ood
qual
ity.
3.E
nsur
ing
that
the
lear
ning
nee
ds o
f al
lyo
ung
peop
le a
nd a
dults
are
met
thro
ugh
equi
tabl
e
acce
ss to
app
ropr
iate
lear
ning
and
life
ski
llspr
ogra
mm
es.
4.A
chie
ving
a 5
0% im
prov
emen
t in
lev-
els
of a
dult
liter
acy
by 2
015,
esp
ecia
lly f
or w
omen
,
and
equi
tabl
e ac
cess
to b
asic
and
con
tinui
ng e
du-
catio
n fo
r al
l adu
lts.
5.E
limin
atin
g ge
nder
dis
pari
ties
in p
ri-
mar
y an
d se
cond
ary
educ
atio
n by
200
5, a
ndac
hiev
ing
gend
er e
qual
ity in
edu
catio
n by
201
5,w
ith a
foc
us o
n en
suri
ng g
irls
' ful
l and
equ
al a
c-ce
ss to
and
ach
ieve
men
t in
basi
c ed
ucat
ion
of g
ood
qual
ity.
6.Im
prov
ing
all a
spec
ts o
f th
e qu
ality
of
educ
atio
n an
d en
suri
ng e
xcel
lenc
e of
all
so th
atre
cogn
ized
and
mea
sura
ble
lear
ning
out
com
esar
e ac
hiev
ed b
y al
l, es
peci
ally
in li
tera
cy,
num
erac
y, a
nd e
ssen
tial l
ife
skill
s.
The
con
trib
utio
n of
t e
11 E
to'E
d ca
tion
for
Air
The
inte
rnat
iona
l com
mun
ity h
as d
ecid
ed to
take
a
stro
ng s
tand
on
ensu
ring
edu
catio
n fo
r al
l with
in a
limite
d nu
mbe
r of
yea
rs, a
nd to
inve
st in
rap
idpr
ogre
ss in
this
dir
ectio
n. S
ix p
rior
ity g
oals
hav
e
been
agr
eed
upon
at a
key
wor
ld c
onfe
renc
e in
Dak
ar, S
eneg
al, i
n A
pril
2000
, mos
tly a
bout
ens
ur-
ing
that
eve
rybo
dy g
oes
to s
choo
l, st
ays
ther
e fo
r
the
oblig
ator
y pe
riod
, and
sat
isfi
es a
t lea
st th
e ba
-
sic
lear
ning
nee
ds. A
ttrac
ting
and
reta
inin
g pe
ople
at s
choo
l dep
ends
on
a nu
mbe
r of
fac
tors
. Sev
eral
stud
ies*
on
the
deve
lopm
ent o
f ed
ucat
ion
wor
ld-
wid
e ag
ree
in h
ighl
ight
ing
the
fact
s th
at:
it is
mai
nly
at s
choo
l tha
t the
maj
ority
of
peop
le le
arn
read
ing,
wri
ting,
and
num
erac
y an
d ac
quir
e th
e ca
paci
ties
they
need
for
dai
ly li
fe;
the
cont
ents
and
the
met
hods
of
educ
a-
tion
bein
g us
ed a
t sch
ool a
re tw
o of
the
fact
ors
that
det
erm
ine
the
rete
ntio
n of
stud
ents
in s
choo
ls.
The
act
iviti
es o
f th
e IB
E, t
hat i
s th
e ca
paci
ty-b
uild
-
ing,
info
rmat
ion
shar
ing,
tren
d an
alys
is a
nd p
olic
y
dial
ogue
wor
k al
l ori
ente
d to
war
ds im
prov
ing
cur-
ricu
la a
nd e
duca
tiona
l pol
icie
s, c
ontr
ibut
e to
the
acco
mpl
ishm
ent o
f th
e si
x E
FA g
oals
.
Cur
ricu
lar
prod
ucts
, as
wel
l as
curr
icul
um-m
ak-
ing
and
deve
lopm
ent p
roce
sses
are
ess
entia
l to
impr
ove
the
capa
citie
s of
sch
ools
and
nat
ions
to
reta
in s
tude
nts
at s
choo
l. A
t the
hea
rt o
f th
e is
-su
e of
incl
usiv
e, r
elev
ant,
qual
ity e
duca
tion
are
the
polic
y-re
late
d an
d cu
rric
ulum
-rel
ated
que
s-
tions
: wha
t bas
ic e
duca
tiona
l nee
ds a
nd o
ther
lear
ning
s sh
ould
one
atte
mpt
to a
chie
ve n
atio
n-al
ly a
nd in
div
erse
loca
l con
text
s? H
ow s
houl
dth
is b
e do
ne w
hile
kee
ping
all
the
stud
ents
insc
hool
?
The
wor
k of
the
IBE
ther
efor
e co
mpl
emen
ts th
e
man
y co
ntri
butio
ns o
f U
NE
SCO
and
oth
er a
gen-
cies
tow
ards
the
sam
e go
als.
* Fo
r ex
ampl
e: W
atki
ns, K
., T
he O
xfam
edu
catio
n
repo
rt, O
xfor
d, U
K, O
xfam
, 200
0; E
duca
tion
now
:
brea
k th
e cy
cle
of p
over
ty, O
xfor
d, U
K, O
xfam
,
1999
; Org
anis
atio
n fo
r E
cono
mic
Co-
oper
atio
n
and
Dev
elop
men
t, Pr
ogra
mm
e fo
r In
tern
atio
nal
Stud
ent A
sses
smen
t, K
now
ledg
e an
d sk
ills
for
life:
fir
st r
esul
ts f
rom
PIS
A 2
000,
Par
is, O
EC
D,
2001
. (E
duca
tion
and
skill
s, p
. 235
-236
.)
Edu
catio
n an
d th
e in
tere
sts
of h
uman
ity
Whi
le th
e IB
E is
sta
tuto
rily
con
cern
ed w
ithth
e co
nten
ts, m
etho
ds a
nd s
truc
ture
s of
edu
-ca
tion,
it d
oes
not p
rom
ote
spec
ific
con
tent
,m
etho
ds o
r st
ruct
ures
, but
ass
ists
cur
ricu
lum
deve
lopm
ent p
roce
sses
and
spe
cial
ists
in s
itu-
atio
ns w
here
con
tent
s, m
etho
ds a
nd s
truc
ture
s
are
bein
g ch
osen
or
form
ulat
ed. H
owev
er,
ther
e is
one
are
a in
whi
ch U
NE
SCO
and
the
IBE
are
com
mitt
ed to
pro
mot
e sp
ecif
ic c
on-
tent
. The
ir s
trat
egy
and
man
date
req
uire
them
to p
rom
ote
univ
ersa
lly h
eld
valu
es.
In f
act,
equi
ty a
nd h
arm
ony
have
alr
eady
se-
riou
sly
brok
en d
own
in s
ever
al a
reas
that
are
of in
tere
st to
hum
anity
as
a w
hole
. The
leve
ls
of c
omm
itmen
t of
peop
le to
hum
anki
nd h
ave
not u
ndon
e th
e da
mag
e. T
he d
amag
e in
clud
es
child
ren
dyin
g in
thei
r m
illio
ns f
rom
hun
ger
and
dise
ase,
mar
gina
lized
illit
erat
e ch
ildre
n, p
ov-
erty
, deg
rada
tion
of th
e en
viro
nmen
t, pr
even
t-
able
dis
ease
s an
d th
e co
ntin
ued
use
of v
io-
lenc
e. T
hese
and
a n
umbe
r of
oth
er is
sues
awai
t suf
fici
ent c
omm
itmen
t. T
he r
efle
ctio
n
of a
llegi
ance
to h
uman
ity a
nd to
our
uni
que
plan
et th
roug
h m
ajor
cur
ricu
lar
norm
s an
dob
ject
ives
is lo
ng o
verd
ue.
Som
e no
rms
are
inte
rnat
iona
lly c
odif
ied,
suc
h
as th
ose
in th
e U
nive
rsal
Dec
lara
tion
of H
u-
14
man
Rig
hts
and
the
Con
vent
ion
on th
e R
ight
s
of th
e C
hild
. The
y ne
ed to
be
prom
oted
and
tran
slat
ed in
to p
ract
ice
in s
choo
ls.
The
IB
E is
wor
king
tow
ards
thei
r pr
omot
ion
thro
ugh
curr
icul
a. I
t als
o he
lps
to s
tren
gthe
nba
sic
cons
ensu
s on
the
cont
ents
and
fram
ewor
ks o
f ed
ucat
ion
to s
uppo
rt th
ein
tere
sts
of h
uman
ity. T
he C
oncl
usio
ns o
f th
e
fort
y-si
xth
sess
ion
of th
e In
tern
atio
nal
Con
fere
nce
on E
duca
tion,
org
aniz
ed b
y th
eIB
E o
n be
half
of
UN
ESC
O, a
re a
goo
dex
ampl
e of
this
. The
y ar
e a
sour
ce o
fin
spir
atio
n on
pol
icy
dial
ogue
, re-
inve
ntin
g
educ
atio
n an
d in
nova
tion.
Phot
o: U
NIC
EF/
HQ
96-0
168/
Gia
com
o Pi
rozz
i
The
rol
e of
the
IBE
with
inth
e fr
amew
ork
of th
eU
NE
SC
O m
ediu
m-t
erm
stra
tegy
The
mos
t rec
ent m
anda
te o
f th
e IB
E w
as r
e-
ceiv
ed f
rom
the
thir
tieth
ses
sion
of
the
Gen
-
eral
Con
fere
nce
of U
NE
SCO
in S
epte
mbe
r19
99, a
nd c
onfi
rmed
at t
he th
irty
-fir
st s
essi
on
of th
e G
ener
al C
onfe
renc
e in
200
1. I
ts m
an-
date
det
erm
ines
that
the
IBE
act
s in
the
area
of c
onte
nts
and
met
hods
of
educ
atio
n, w
ith a
spec
ial e
mph
asis
on
curr
icul
ar d
evel
opm
ent
proc
esse
s. T
his
mis
sion
is e
mbe
dded
in th
est
rate
gy o
f U
NE
SCO
, and
con
trib
utes
esp
e-ci
ally
to th
e pr
iori
ty o
f E
duca
tion
for
All
in th
e
twen
ty-f
irst
cen
tury
.
The
str
ateg
y of
the
IBE
is p
art o
f th
e st
rate
gy
of U
NE
SCO
as
a w
hole
(se
e pa
ge 1
6), a
ndes
peci
ally
that
of
the
Edu
catio
n Se
ctor
. Apo
licy
prio
rity
of
the
IBE
in c
arry
ing
out t
his
stra
tegy
is to
con
trib
ute
to th
e E
duca
tion
for
All
goal
s of
the
inte
rnat
iona
l com
mun
ity in
-sp
ired
at J
omtie
n an
d fo
rmul
ated
at D
akar
(se
e
boxe
s on
pag
e 13
).
Thi
s is
bei
ng a
chie
ved
thro
ugh
thre
e ba
sic
prog
ram
mes
and
a n
umbe
r of
cro
ss-c
uttin
gpr
ojec
ts o
r pr
ogra
mm
es o
f cu
rric
ulum
dev
el-
opm
ent a
nd e
duca
tion
for
livin
g to
geth
er.
As
an in
tegr
al p
art o
f U
NE
SCO
, the
IB
E b
en-
efits
fro
m a
nd w
orks
thro
ugh
the
wid
e in
stitu
-
tiona
l net
wor
k of
UN
ESC
O f
ield
off
ices
and
inst
itute
s, a
s w
ell a
s a
num
ber
of o
ther
rel
-ev
ant p
artn
ers
of th
e U
nite
d N
atio
ns, s
uch
as
UN
ICE
F, U
NA
IDS
and
othe
rs.
As
a U
NE
SCO
inst
itute
, the
IB
E c
ount
s on
cons
ider
able
fun
ctio
nal a
nd in
telle
ctua
l au-
tono
my.
IBE
act
ions
in th
e fr
amew
ork
of th
e U
NE
SCO
str
ateg
y
All
IBE
act
iviti
es a
re c
ontr
ibut
ions
to th
eef
fect
ive
impl
emen
tatio
n of
UN
ESC
O's
stra
tegy
.
Edu
catio
n fo
r A
llim
plem
entin
g th
eFr
amew
ork
for
Act
ion
1.Pr
omot
ing
and
impl
emen
ting
the
righ
t to
educ
atio
n: T
he m
ost a
ccu-
rate
and
agr
eeab
le c
onte
nts
and
met
h-od
s co
ntri
bute
to r
etai
ning
chi
ldre
n an
dad
oles
cent
s at
sch
ool.
2.E
nsur
ing
gend
er e
qual
ity in
edu
-ca
tion:
Gen
der
awar
enes
s in
cur
-ri
cula
and
lear
ning
exp
erie
nces
are
need
ed to
ens
ure
gend
er e
quity
.
3.Pr
omot
ing
lifel
ong
lear
ning
thro
ugh
liter
acy
and
non
form
aled
ucat
ion:
Lif
elon
g le
arni
ng is
pos
-si
ble
if c
hild
ren
and
adol
esce
nts
'lear
nto
lear
n' a
t sch
ool.
4. I
mpr
ovin
g th
e qu
ality
of
educ
atio
n:U
pdat
ed c
onte
nts,
met
hods
and
str
uc-
ture
s ar
e so
me
of th
e pr
inci
pal c
ondi
-tio
ns to
impr
ove
the
qual
ity o
f ed
uca-
tion.
The
cha
ract
eris
tics
of c
urri
cu-
lum
-mak
ing
and
deve
lopm
ent p
ro-
cess
es a
re s
tron
gly
linke
d to
the
real
curr
icul
um u
sed
in th
e sc
hool
. The
IBE
pro
mot
es c
urri
culu
m m
akin
g, d
e-ve
lopm
ent a
nd a
sses
smen
t pro
cess
esth
at p
rovi
de m
ore
chan
ces
of o
wne
r-sh
ip o
n th
e pa
rt o
f te
ache
rs a
nd o
f an
impa
ct in
hig
h-qu
ality
lear
ning
out
-co
mes
.
5.E
duca
tion
and
HIV
/AID
S: T
he I
BE
acts
as
a cl
eari
ng-h
ouse
on
the
con-
tent
s of
edu
catio
n fo
r H
IV/A
IDs
pre-
vent
ion
and
prom
otes
the
mai
nstr
eam
ing
of th
is e
duca
tion.
Supp
ortin
g th
ein
tern
atio
nal E
FAst
rate
gy
1.Su
ppor
ting
inte
rnat
iona
l, re
gion
alan
d na
tiona
l mec
hani
sms:
The
IB
Eas
sist
s so
ciet
ies
in th
eir
refo
rm p
ro-
cess
es.
2.Su
ppor
ting
educ
atio
n in
cou
ntri
esin
cri
sis
and
unde
rgoi
ng r
econ
-st
ruct
ion:
One
of
its f
oci i
s ac
tion-
rese
arch
on
curr
icul
um d
evel
opm
ent
for
soci
al c
ohes
ion
in p
ost-
conf
lict
soci
etie
s.
3.Fa
cilit
atin
g re
gion
al a
nd s
ub-r
e-gi
onal
mec
hani
sms
and
foru
ms.
4.Fa
cilit
atin
g co
mm
unic
atio
n an
dad
voca
cy.
5.Pr
omot
ing
EFA
in s
elec
ted
E9
coun
trie
s (B
razi
l, In
dia,
and
Nig
e-ri
a).
6.D
isse
min
atin
g in
form
atio
n on
EFA
in P
RO
SPE
CT
S an
d in
its
new
slet
-te
r; a
nd
7.Su
ppor
ting
the
EFA
Glo
bal M
oni-
tori
ng R
epor
t and
the
EFA
Obs
er-
vato
ry th
roug
h an
nual
them
atic
tren
d pa
pers
and
doc
umen
ts.
Bui
ldin
g le
arni
ng s
ocie
ties:
beyo
nd u
nive
rsal
pri
mar
y ed
ucat
ion
1. R
enew
ing
seco
ndar
y ed
ucat
ion
and
scie
nce
educ
atio
n: r
efor
m in
sel
ect-
ing
and
orga
nizi
ng c
onte
nts
and
the
rene
wal
of
met
hods
are
som
e of
the
chal
leng
es th
at th
e IB
E c
ontr
ibut
esto
add
ress
ing
in c
o-op
erat
ion
with
othe
r U
NE
SCO
inst
itute
s an
d ce
ntre
san
d w
ith p
artn
er u
nive
rsiti
es. T
hefo
rty-
seve
nth
sess
ion
of th
e In
ter-
natio
nal C
onfe
renc
e on
Edu
catio
n, to
be h
eld
by U
NE
SCO
-IB
E in
Gen
eva,
will
foc
us o
n yo
uth
and
educ
atio
n
2.R
efor
min
g te
chni
cal a
nd v
oca-
tiona
l edu
catio
n fo
r ci
tizen
ship
and
the
wor
ld o
f w
ork:
Cur
ricu
lum
re-
form
pro
cess
es p
rom
oted
by
the
IBE
conc
ern
voca
tiona
l edu
catio
n, in
co-
oper
atio
n w
ith o
ther
UN
ESC
O c
en-
tres
and
inst
itute
s.
3.Su
ppor
ting
teac
hers
and
edu
ca-
tiona
l per
sonn
el in
a c
hang
ing
wor
ld: T
he I
BE
pro
vide
s m
etho
dolo
-gi
es a
nd to
ols
for
scho
ol-b
ased
cur
-ri
culu
m d
evel
opm
ent t
hrou
gh th
eem
pow
erm
ent o
f te
ache
rs a
nd e
du-
catio
nal p
erso
nnel
.
Edu
catio
n an
d gl
obal
izat
ion:
Inte
rpre
ting
the
impl
icat
ions
of
glob
aliz
a-tio
n fo
r ed
ucat
ion
syst
ems
is o
ne o
f th
em
ajor
cha
lleng
es o
f th
e IB
E's
ana
lysi
s of
tren
ds a
nd c
apac
ity-b
uild
ing
activ
ities
.
16
Proc
esse
s of
curr
icul
um
chan
ge
polit
ical
,ac
adem
ic,
adm
inis
trat
ive
Dia
gram
of
over
all s
trat
egy
of I
BE
,.111
4ch
ange
, dev
elop
- -E
duca
tion
syst
ems
&st
ruct
ures
- -F
orm
al c
urri
cula
- -C
urri
cula
as
impl
emen
ted
--L
earn
ing
ala
alm
a..
coun
try
or o
ther
leve
l
Cap
acity
bui
ldin
g,
,Po
licy
dial
ogue
Res
ourc
e ba
nk a
nd o
bser
vato
ry o
f tr
ends
The
thre
e ba
sic
prog
ram
mes
of
the
IBE
The
IBE
str
ateg
y of
capa
city
bui
ldin
g fo
rcu
rric
ulum
dev
elop
men
t
The
cur
ricu
lum
is o
ne c
ruci
al c
ompo
nent
of
any
educ
atio
nal p
roce
ss. T
he I
BE
's C
apac
-
ity-B
uild
ing
Prog
ram
me
aim
s to
str
engt
hen
the
com
pete
nces
for
the
man
agem
ent o
fcu
rric
ulum
dev
elop
men
t am
ong
deci
sion
-m
aker
s, s
peci
alis
ts, r
esea
rche
rs a
nd p
ract
i-
tione
rs. I
t is
guid
ed b
y an
em
phas
is o
n ed
u-
catio
n as
lear
ning
to li
ve to
geth
er, a
nd o
nth
e st
reng
then
ing
of s
ocia
l coh
esio
n. T
hest
rate
gic
aim
s in
this
are
a ar
e:
To
rein
forc
e re
gion
al n
etw
ork-
ing
thro
ugh
colla
bora
tive
proj
ects
.
Net
wor
king
is p
rom
oted
am
ong
curr
icul
um s
peci
alis
ts w
ho h
ave
lead
ersh
ip, m
anag
emen
t and
oper
atio
nal f
unct
ions
at v
ario
us
leve
ls: n
atio
nal,
prov
inci
al a
nd
loca
l.
To
crea
te a
nd s
uppo
rt a
n In
tern
a-tio
nal N
etw
ork
of C
urri
culu
mD
evel
opm
ent B
odie
s, s
uch
asde
part
men
ts, i
nstit
utes
and
com
-
mis
sion
s. T
his
inte
r-in
stitu
tiona
l
netw
ork
is o
rien
ted
to th
e sh
arin
g
of e
xper
ienc
es, t
he d
isse
min
atio
n
of r
esea
rch
find
ings
and
the
prom
o-
tion
of c
o-op
erat
ion
To
enha
nce
colla
bora
tive
actio
n-re
sear
ch p
roje
cts.
The
se r
elat
e to
proc
esse
s of
cur
ricu
lum
pol
icy
chan
ge, i
nclu
ding
thei
r ou
tcom
es a
nd
impl
emen
tatio
n.
To
supp
ort o
n-th
e-jo
b tr
aini
ng in
curr
icul
um d
evel
opm
ent,
both
thro
ugh
the
prov
isio
n of
trai
ning
in
the
man
agem
ent o
f cu
rric
ulum
chan
ge a
nd th
roug
h co
llabo
ratio
n in
deve
lopi
ng tr
aini
ng m
ater
ials
. Suc
h
mat
eria
ls in
clud
e co
mpa
rativ
e ca
se-
stud
y-ba
sed
mat
eria
ls th
at c
an b
e
adap
ted
and
inte
grat
ed in
to e
xist
ing
trai
ning
pro
gram
mes
for
cur
ricu
lum
spec
ialis
ts w
orld
wid
e.
To
cont
ribu
te to
pro
fess
iona
ltr
aini
ng f
or y
oung
pro
fess
iona
lsw
ho e
xpec
t lat
er to
car
ry o
ut r
e-se
arch
on
curr
icul
um is
sues
or
to
beco
me
prof
essi
onal
ly in
volv
ed in
curr
icul
um d
evel
opm
ent p
roce
sses
.
The
you
ng p
rofe
ssio
nals
are
trai
ned
thro
ugh
inte
rnsh
ips,
sho
rt tr
aini
ng
cour
ses
and
rese
arch
pro
gram
mes
inco
llabo
ratio
n w
ith a
cade
mic
inst
itu-
tions
.
The
IB
E is
eng
aged
in f
oste
ring
syn
ergy
and
mut
ual e
nric
hmen
t am
ong
prof
essi
onal
s an
ded
ucat
iona
l ins
titut
ions
invo
lved
in c
urri
culu
m-
mak
ing,
res
earc
h an
d de
velo
pmen
t. A
s co
n-ce
pts,
exp
erie
nces
and
bes
t pra
ctic
es a
resh
ared
, thi
s w
ork
fost
ers
skill
s in
this
are
a of
expe
rtis
e w
ithin
indi
vidu
als
and
also
inst
itu-
tiona
l cap
abili
ty w
ithin
thei
r in
stitu
tions
.
In 1
998,
the
IBE
initi
ated
a p
roce
ss o
f ca
pac-
ity-b
uild
ing
in th
e ar
ea o
f cu
rric
ulum
dev
elop
-
men
t inv
olvi
ng s
emin
ars
and
wor
ksho
ps in
all
maj
or r
egio
ns a
nd s
ub-r
egio
ns o
f th
e w
orld
.
The
se a
ctiv
ities
hav
e he
lped
to d
ocum
ent c
ur-
rent
tren
ds a
nd n
eeds
rel
ativ
e to
the
adap
ta-
tion,
rev
isio
n an
d re
form
of
curr
icul
a in
dif
-fe
rent
reg
ions
. Spe
cial
ists
and
thei
r in
stitu
tions
expr
esse
d th
eir
need
s to
enh
ance
pro
fess
iona
l
know
ledg
e, to
est
ablis
h lin
ks w
ith m
ore
expe
-
rien
ced
prof
essi
onal
s el
sew
here
, to
be g
rant
ed
acce
ss to
and
dev
elop
con
cept
ual a
nd p
ract
i-
cal t
ools
, and
to b
e gi
ven
oppo
rtun
ities
for
pro
-
fess
iona
l dev
elop
men
t.
The
cap
acity
-bui
ldin
g ac
tiviti
es o
f th
e B
urea
u
are
aim
ed a
t add
ress
ing
thes
e ne
eds
and
con-
trib
utin
g to
cre
ate
sign
ific
ant c
ase
stud
ies
ofcu
rric
ulum
ref
orm
pro
cess
es in
dif
fere
nt c
on-
text
s, a
s w
ell a
s tr
aini
ng to
ols.
The
IB
E h
as c
ondu
cted
a s
urve
y to
iden
tify
spec
ialis
ts a
nd it
mai
ntai
ns a
glo
bal p
rofe
s-si
onal
info
rmat
ion
man
agem
ent s
ervi
ce. T
his
faci
lity
serv
es to
iden
tify
expe
rtis
e th
at is
ap-
prop
riat
e fo
r sp
ecif
ic c
ases
.
In th
e co
ntex
t of
such
a n
etw
ork
of s
peci
al-
ists
who
pra
ctis
e or
stu
dy c
urri
cula
r de
velo
p-
men
t, th
e ro
les
of th
e IB
E in
clud
e th
ose
offa
cilit
ator
of
trai
ning
and
cap
acity
-bui
ldin
g,ca
taly
st o
f in
form
atio
n fl
ow, a
nd c
lear
ing-
hous
e fo
r ex
pert
ise.
The
IB
E's
Cap
acity
-Bui
ldin
g Pr
ogra
mm
e is
mai
nly
supp
orte
d by
the
Swis
s C
onfe
dera
tion.
In th
is B
asic
Pro
gram
me,
the
IBE
als
o co
-op
erat
es w
ith m
any
othe
r pa
rtne
rs (
see
boxe
s
on p
ages
21
and
22),
and
with
the
Uni
vers
i-tie
s of
Ant
ioqu
ia (
Col
ombi
a), D
ijon,
Nic
e an
d
Gre
nobl
e (F
ranc
e), B
erga
mo
(Ita
ly),
Lju
blja
na
(Slo
veni
a), M
alta
, Pre
tori
a (S
outh
Afr
ica)
,Z
uric
h (S
witz
erla
nd),
and
Ken
t Sta
te a
ndSy
racu
se (
Uni
ted
Stat
es o
f A
mer
ica)
. Thr
eeve
ry r
elev
ant l
ocal
par
tner
s ar
e th
e Fa
culty
of P
sych
olog
y an
d E
duca
tiona
l Sci
ence
s(F
PSE
) an
d th
e U
nive
rsity
Ins
titut
e fo
r D
e-ve
lopm
ent S
tudi
es (
IUE
D)
of th
e U
nive
rsity
of G
enev
a, a
nd th
e E
duca
tiona
l Res
earc
hSe
rvic
e (S
RE
D)
of th
e C
anto
n an
d R
epub
lic
of G
enev
a.
Out
puts
for
200
2-20
07 o
f th
e
CA
PAC
ITY
-BU
ILD
ING
PRO
GR
AM
ME
Tra
inin
g m
odul
es o
n cr
oss-
disc
iplin
ary
com
pete
ncie
s re
quir
ed b
y cu
rric
ulum
de-
velo
pmen
t spe
cial
ists
.
Tra
inin
g m
odul
es o
n sp
ecif
ic to
ols
usef
ul
duri
ng c
urri
culu
m d
evel
opm
ent p
roce
sses
.
500
prof
essi
onal
s w
ill h
ave
unde
rgon
e a
proc
ess
of p
rofe
ssio
nal u
pgra
ding
of
thei
rab
ility
to m
anag
e cu
rric
ulum
dev
elop
men
t
in v
ario
us c
onte
xts.
A w
orld
-wid
e co
llabo
ratio
n ne
twor
k am
ong
bodi
es r
espo
nsib
le f
or c
urri
culu
m d
evel
op-
men
t.
A n
umbe
r of
you
ng p
rofe
ssio
nals
fro
m a
rang
e of
cul
tura
l and
ling
uist
ic b
ack-
grou
nds,
trai
ned
by th
e IB
E a
nd o
rigi
nat-
ing
from
mos
t reg
ions
of
the
wor
ld, a
nd a
ble
to w
ork
in r
esea
rch
and
actio
n pr
ogra
mm
es
on c
urri
culu
m d
evel
opm
ent a
t var
ious
leve
ls.
Var
ious
oth
er o
utco
mes
fro
m s
hare
dpr
ojec
ts o
f co
llabo
ratio
n be
twee
n th
e IB
E
and
the
netw
orke
d bo
dies
and
exp
erts
the
resu
lts v
ary
acco
rdin
g to
the
natu
re o
f th
e
proj
ect.
Cog
egfo
nall
netw
orki
ng a
nd
capa
efity
-bna
ldfu
ng:
se1e
eted
ate
tf[v
iitle
s (1
998-
2002
)
AFR
ICA
Lag
os, N
iger
ia, 1
2-16
Nov
embe
r 20
01
Stra
tegi
es f
or te
ache
rs c
opin
g w
ith n
ew c
urri
cula
,
orga
nize
d jo
intly
with
the
Fede
ral M
inis
try
of E
du-
catio
n of
Nig
eria
and
the
UN
ESC
O A
buja
Off
ice.
Nai
robi
, Ken
ya, 2
5-29
Jun
e 20
01
Cur
ricu
lum
dev
elop
men
t and
edu
catio
n fo
r liv
ing
toge
ther
: co
ncep
tual
and
man
ager
ial c
halle
nges
in A
fric
a, o
rgan
ized
join
tly w
ith th
e K
enya
Nat
iona
l
Com
mis
sion
for
UN
ESC
O, t
he U
NE
SCO
Nai
robi
Off
ice,
and
UN
ESC
O's
Pro
gram
me
of E
duca
tion
for
Em
erge
ncie
s an
d R
econ
stru
ctio
n (P
EE
R).
Lib
revi
lle, G
abon
, 23-
28 O
ctob
er 2
000
Polit
ique
de
refo
ndat
ion
curr
icul
aire
, pro
cess
us d
e
deve
lopp
emen
t cur
ricu
lair
e, r
ealit
es lo
cale
s et
def
is
du X
XIe
siè
cle,
org
aniz
ed jo
intly
with
the
Min
istr
y
of N
atio
nal E
duca
tion
of G
abon
.
ASI
A
Vie
ntia
ne, L
aos,
9-1
3 Se
ptem
ber
2002
Bui
ldin
g up
the
capa
citie
s of
cur
ricu
lum
spe
cial
-
ists
for
cur
ricu
lum
ref
orm
, org
aniz
ed jo
intly
with
the
UN
ESC
O P
rinc
ipal
Reg
iona
l Off
ice
for
Asi
a an
d
the
Paci
fic
in B
angk
ok, t
he L
ao P
.D.R
. Min
istr
y of
Edu
catio
n, th
e L
ao P
.D.R
. Nat
iona
l Com
mis
sion
for
UN
ESC
O. C
o-fi
nanc
ed b
y Ja
pane
se F
unds
-in-
Tru
st.
New
Del
hi, I
ndia
, 11-
23 F
ebru
ary
2002
Man
agem
ent o
f cu
rric
ulum
cha
nge,
org
aniz
edjo
intly
with
UN
ESC
O N
ew D
elhi
and
NC
ER
T.
Bei
jing,
Chi
na, 2
7-31
Mar
ch 2
000.
Int
erna
tiona
l
wor
ksho
p on
the
refo
rm in
the
teac
hing
of
scie
nce
and
tech
nolo
gy a
t pri
mar
y an
d se
cond
ary
leve
l in
Asi
a: c
ompa
rativ
e re
fere
nces
to E
urop
e. O
rgan
ized
join
tly w
ith th
e C
hine
se N
atio
nal C
omm
issi
on f
or
UN
ESC
O. C
o-fi
nanc
ed b
y th
e D
euts
che
Stif
tung
fur
Inte
rnat
iona
le E
ntw
ickl
ung.
Ban
gkok
, Tha
iland
, 12-
16 D
ecem
ber
2000
Tra
inin
g se
min
ar o
n ca
paci
ty-b
uild
ing
for
curr
icu-
lum
spe
cial
ists
in E
ast a
nd S
outh
-Eas
t Asi
a, o
rga-
nize
d jo
intly
with
the
UN
ESC
O P
rinc
ipal
Reg
iona
l
Off
ice
for
Asi
a an
d th
e Pa
cifi
c (P
RO
AP)
, the
Tha
i
Min
istr
y of
Edu
catio
n. C
o-fi
nanc
ed b
y Ja
pane
se
Fund
s-in
-Tru
st.
BA
LT
IC S
EA
RE
GIO
N
Viln
ius,
Lith
uani
a, 5
-8 D
ecem
ber
2001
Cur
ricu
lum
dev
elop
men
t for
soc
ial i
nclu
sion
, or-
gani
zed
join
tly w
ith th
e M
inis
try
of E
duca
tion
and
Scie
nce
of th
e R
epub
lic o
f L
ithua
nia
and
the
Ope
n
Soci
ety
Fund
, Lith
uani
a.
Cop
enha
gen,
Den
mar
k, 1
8- 1
9 A
pril
2001
ICE
pre
para
tory
wor
ksho
p on
Citi
zens
hip
Edu
ca-
tion:
lear
ning
at s
choo
l and
in s
ocie
ty, o
rgan
ized
and
co-f
inan
ced
by th
e D
anis
h M
inis
try
of E
du-
catio
n
SOU
TH
-EA
ST E
UR
OPE
Boh
inj,
Slov
enia
, 26-
28 A
pril
2002
Dra
ftin
g ne
w c
urri
culu
m, o
rgan
ized
join
tly w
ith th
e
Cen
tre
for
Edu
catio
nal P
olic
y St
udie
s (C
EPS
), th
e
Uni
vers
ity o
f L
jubl
jana
, the
Sou
th-E
ast E
urop
ean
Edu
catio
nal C
o-op
erat
ion
Net
wor
k (S
EE
-EC
N)
and
the
Ope
n So
ciet
y E
duca
tion
Prog
ram
me
of S
outh
-
Eas
t Eur
ope.
21
Con
tinue
d fr
om p
age
21
TH
E C
AR
IBB
EA
N
Hav
ana,
Cub
a, 1
5-18
May
200
1
Sub-
regi
onal
Sem
inar
on
Cur
ricu
lum
Dev
elop
men
t
for
Lea
rnin
g to
Liv
e T
oget
her,
org
aniz
ed jo
intly
with
CA
RN
EID
(C
arib
bean
Net
wor
k of
Edu
catio
nal
Inno
vatio
n fo
r D
evel
opm
ent)
, the
UN
ESC
O H
a-
vana
Off
ice
and
the
Org
aniz
atio
n of
Ibe
ro-A
mer
i-
can
Stat
es (
0E1)
.
TH
E G
UL
F R
EG
ION
Mus
cat,
Om
an, 1
7-21
Feb
ruar
y 20
01
The
man
agem
ent o
f cu
rric
ulum
ada
ptat
ion
for
cur-
ricu
lum
spe
cial
ists
in th
e G
ulf
Reg
ion,
org
aniz
edjo
intly
with
the
Om
ani N
atio
nal C
omm
issi
on f
or
UN
ESC
O a
nd th
e O
man
i Min
istr
y of
Edu
catio
n.
LA
TIN
AM
ER
ICA
Lim
a, P
eru,
25-
26 J
une
2002
Inte
rnat
iona
l sym
posi
um o
n in
-ser
vice
teac
her
trai
ning
, org
aniz
ed b
y th
e M
inis
try
of E
duca
tion,
PRO
FOR
MA
/GT
Z (
Ges
ells
chaf
t fir
Tec
hnis
che
Zus
amm
enar
beit,
Ger
man
y) a
nd th
e N
atio
nal P
eda-
gogi
cal I
nstit
ute
of M
onte
rric
o.
Lim
a, P
eru,
19-
23 F
ebru
ary
2002
Spec
ial w
orks
hop
on e
duca
tiona
l ref
orm
s in
sec
-on
dary
edu
catio
n, o
rgan
ized
by
the
Dir
ectio
n of
Inte
rnat
iona
l Co-
oper
atio
n at
the
Min
istr
y of
Edu
-
catio
n of
Per
u.
Mon
tevi
deo,
Uru
guay
, 27-
29 M
ay 2
002
Tra
inin
g co
urse
on
'The
city
and
edu
catio
n: v
alue
for
new
citi
zens
hip'
, org
aniz
ed b
y th
e In
tern
atio
nal
Ass
ocia
tion
of E
duca
ting
Citi
es, t
he M
unic
ipal
ityof
Bar
celo
na a
nd th
e M
unic
ipal
ity o
f M
onte
vide
o.Sa
ntia
go d
e C
hile
, Chi
le, 2
3-27
Jul
y 20
01
Con
fere
nce
on te
ache
r ed
ucat
ion
from
the
pers
pec-
tive
of th
e de
man
ds o
f cu
rric
ular
cha
nge,
org
aniz
ed
by th
e In
tern
atio
nal C
ounc
il on
Edu
catio
n fo
rT
each
ing
(IC
ET
).M
aldo
nado
, Uru
guay
, 31
July
-2 A
ugus
t 200
0L
os f
orm
ador
es d
e jo
vene
s en
Am
eric
a L
atin
a:de
safi
os, e
xper
ienc
ias
y pr
opue
stas
, org
aniz
edjo
intly
with
the
Adm
inis
trac
ion
Nac
iona
l de
laE
duca
cion
Pub
lica
(AN
EP)
, Uru
guay
.
Bue
nos
Air
es, A
rgen
tina,
2-3
Sep
tem
ber
1999
Seco
ndar
y ed
ucat
ion
curr
icul
um in
Lat
in A
mer
ica,
orga
nize
d jo
intly
with
the
II E
P-B
ueno
s A
ires
.
TH
E M
ED
ITE
RR
AN
EA
N
Mad
rid,
Spa
in, 9
-11
Oct
ober
200
0
Mee
ting
of th
e W
orki
ng G
roup
on
Eva
luat
ing
Edu
-ca
tiona
l Ref
orm
s, o
rgan
ized
join
tly w
ith th
e N
a-tio
nal I
nstit
ute
for
Qua
lity
and
Eva
luat
ion.
Val
letta
, Mal
ta, 2
2-26
Nov
embe
r 19
99
Org
aniz
ed jo
intly
with
the
Facu
lty o
f E
duca
tion
of
the
Uni
vers
ity o
f M
alta
, the
Soc
rate
s O
ffic
e an
d
the
Min
istr
y of
Edu
catio
n of
Mal
ta.
22
n..;.
i.,7i
zed
by th
e
.CL'
i7 th
e Pa
lais
des
1.71
7C:'
a pa
;rel
of
teac
hers
fro
m
Cum
pana
, Arg
entin
a
IA
irgh
anfi
stan
:
traf
infi
ng c
urni
cann
ill d
evel
lope
rs:
nn f
inte
n si
ve tr
eniin
g w
orks
hop
cond
ucte
d in
Teh
ran,
Ira
n,
30 S
epte
mbe
r-12
Oct
ober
200
2
An
exam
ple
of n
atio
nal-
leve
l tra
inin
g in
cur
ricu
-
lum
dev
elop
men
t was
the
firs
t wor
ksho
p fo
r th
eco
re g
roup
of
Afg
han
curr
icul
um d
evel
oper
s or
-
gani
zed
as p
art o
f th
e ov
eral
l UN
ESC
O p
roje
ct o
f
supp
ort f
or c
urri
culu
m r
enew
al, t
extb
ook
deve
lop-
men
t and
pri
ntin
g ca
paci
ty in
the
Min
istr
y of
Edu
-
catio
n in
Afg
hani
stan
. The
cor
e gr
oup
incl
uded
part
icip
ants
fro
m th
e M
inis
try
of E
duca
tion,
as
wel
l
as f
rom
the
Uni
vers
ity o
f K
abul
.
Thi
s fi
rst w
orks
hop
succ
eede
d in
:
Fam
iliar
izin
g th
e pa
rtic
ipan
ts w
ith c
once
pts
and
curr
ent i
nter
natio
nal t
rend
s an
d m
odel
s of
curr
icul
um d
evel
opm
ent a
nd r
enew
al, a
nd e
xpos
-
ing
them
to c
oncr
ete
expe
rien
ces
of c
urri
culu
mde
velo
pmen
t in
othe
r co
untr
ies.
As
a re
sult,
the
wor
ksho
p cr
eate
d a
shar
ed k
now
ledg
e ba
se in
curr
icul
um d
evel
opm
ent a
mon
g th
e pa
rtic
ipan
tsth
at n
ow s
erve
s as
the
foun
datio
n fo
r su
bseq
uent
trai
ning
. Iden
tifyi
ng c
urri
cula
r is
sues
to b
ead
dres
sed
in e
duca
tiona
l rec
onst
ruct
ion
inA
fgha
nist
an w
ith a
vie
w to
pro
mot
ing
the
qual
ity
of le
arni
ng. T
his
insi
ght h
as s
erve
d to
impr
ove
the
qual
ity o
f th
e ne
w c
urri
culu
m f
ram
ewor
k, a
s w
ell
as o
f th
e pr
oces
s of
des
igni
ng a
n ap
prop
riat
eac
tion
plan
for
cur
ricu
lum
ren
ewal
.
The
Ira
nian
Nat
iona
l Com
mis
sion
for
UN
ESC
O
kind
ly h
oste
d th
e w
orks
hop,
pro
vidi
ng a
n ex
cel-
lent
opp
ortu
nity
to s
tren
gthe
n th
e ca
paci
ty o
f th
e
core
team
of
Afg
han
curr
icul
um d
evel
oper
sth
roug
h st
udy
visi
ts to
a r
ange
of
educ
atio
nal
inst
itutio
ns in
Teh
ran.
Sinc
e th
is f
irst
wor
ksho
p, th
e IB
E, t
oget
her
with
UN
ESC
O K
abul
and
the
UN
ESC
O D
ivis
ion
of E
du-
catio
nal P
olic
ies
in P
aris
, with
the
supp
ort o
f th
e
Ger
man
Gov
ernm
ent,
has
been
con
trib
utin
g to
curr
icul
um r
enew
al in
Afg
hani
stan
. It i
s al
so c
o-op
erat
ing
with
UN
ICE
F in
the
fiel
d.
IA
cus
tom
ized
stu
dy-I
/Wit
for
the
Nat
iona
il A
dunt
nist
rado
nof
Pub
lic E
duca
tion,
Uru
guay
, 200
1
The
Nat
iona
l Adm
inis
trat
ion
of P
ublic
Edu
catio
n
of U
rugu
ay (
Adm
inis
trac
ion
Nac
iona
l de
laE
duca
cion
Pub
lica
AN
EP)
is e
ngag
ed in
a w
ide
proc
ess
of r
efor
m o
f se
cond
ary
educ
atio
n in
the
coun
try.
The
y w
ant t
o be
, at t
he s
ame
time,
loya
l
to th
e ve
ry f
ruitf
ul e
duca
tiona
l tra
ditio
n of
the
coun
try
and
open
to n
ew e
xper
ienc
es. T
hey
are
awar
e of
the
anom
alou
s im
pact
s th
at c
an a
ccom
-
pany
the
atte
mpt
to tr
ansf
er a
mod
el f
rom
els
e-w
here
with
out a
rea
l aw
aren
ess
of th
e ro
ots
ofth
e m
odel
in th
e cu
lture
whe
re it
ori
gina
ted.
Thu
s, th
ey r
eque
sted
the
IBE
to o
rgan
ize
a st
udy
visi
t to
diff
eren
t cou
ntri
es w
ith d
iffe
rent
mod
els
of u
pper
sec
onda
ry e
duca
tion.
Joi
ntly
with
the
Inte
r-A
mer
ican
Ban
k (B
anco
Int
eram
eric
ano
deD
esar
rollo
) an
d w
ith th
e in
tere
sted
team
, the
IB
E
chos
e fo
ur d
iffe
rent
cas
es o
f up
per
seco
ndar
yed
ucat
ion
in E
urop
e. T
he I
BE
then
org
aniz
ed a
nin
tens
ive
stud
y vi
sit f
or th
e po
litic
al a
nd te
chni
-ca
l aut
hori
ties
of th
e co
untr
y th
at a
re r
espo
nsib
le
for
deve
lopi
ng a
new
con
cept
for
upp
er s
econ
d-ar
y ed
ucat
ion
in U
rugu
ay.
The
sel
ecte
d ho
st c
ount
ries
wer
e th
e N
ethe
rlan
ds,
Fran
ce, S
pain
(a
non-
gove
rnm
enta
l ini
tiativ
e) a
nd
Scot
land
. The
co-
oper
atio
n of
the
UN
ESC
O N
a-tio
nal C
omm
issi
ons
in th
ose
coun
trie
s an
d of
the
NG
O C
olum
bus
was
an
impo
rtan
t com
pone
nt in
a
succ
essf
ul e
xper
ienc
e. T
he v
isit
enab
led
the
team
from
Uru
guay
to c
ome
into
con
tact
with
a d
iver
-si
ty o
f so
lutio
ns to
the
chal
leng
e of
gua
rant
eein
ged
ucat
ion
for
all y
oung
peo
ple.
23
Lin
king
pol
icy
dial
ogue
and
cap
city
bui
ldin
g in
and
abro
ad
1111
razi
l
for
15,0
00 p
artic
ipan
ts th
roug
hth
e us
e of
new
com
mun
icat
ion
tech
nolo
gies
- 2
001-
2003
In th
e co
ntex
t of
follo
w-u
p to
the
fort
y-si
xth
ses-
sion
of
the
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion
(IC
E, G
enev
a, S
epte
mbe
r 20
01),
the
IBE
and
cer
-
tain
par
tner
age
ncie
s de
velo
ped
a co
ncep
tual
fram
ewor
k fo
r th
e II
Tel
econ
gres
so d
e E
duca
cao
de J
oven
s e
Adu
ltos
(the
sec
ond
Tel
econ
gres
s fo
r
the
Edu
catio
n of
You
ng P
eopl
e an
d A
dults
). T
he
I E
co-
oper
atio
n
on c
urri
culu
m d
evel
opm
ent:
Kos
ovo,
200
0-20
011
Tec
hnic
al a
ssis
tanc
e in
cur
ricu
lum
dev
elop
men
tw
as p
rovi
ded
to a
cor
e te
am o
f cu
rric
ulum
spe
cial
-
ists
fro
m K
osov
o w
ithin
the
fram
ewor
k of
an
agre
e-
men
t am
ong
the
Dep
artm
ent o
f E
duca
tion
and
Sci-
maj
or o
rgan
izin
g pa
rtne
rs w
ere
UN
ESC
O B
rasi
lia
Off
ice
and
the
Bra
zilia
n Se
rvic
o So
cial
de
Inda
stri
a
(SE
SI).
The
Uni
vers
ity o
f B
rasi
lia a
lso
cont
ribu
ted
to th
e su
cces
s of
this
eve
nt.
The
Con
gres
s w
as th
en h
eld
sim
ulta
neou
sly
inm
ore
than
200
foc
al p
oint
s in
Bra
zil a
nd o
ne f
ocal
poin
t in
Gen
eva
usin
g ne
w c
omm
unic
atio
n te
ch-
nolo
gies
. The
'II
Tel
econ
gres
so' i
nvol
ved
mor
eth
an 1
5,00
0 pa
rtic
ipan
ts a
nd c
an b
e co
nsid
ered
as
a m
odel
of
wid
e-sc
ale
prom
otio
n of
edu
catio
nal
inno
vatio
ns, b
est p
ract
ices
and
pol
icy
dial
ogue
.It
sho
uld
be e
xam
ined
as
a po
ssib
le m
odel
for
rep
-lic
atio
n in
oth
er c
ount
ries
, esp
ecia
lly h
ighl
y-po
pu-
late
d on
es.
The
link
to th
e fo
cal p
oint
in G
enev
a to
ok th
e fo
rm
of a
vid
eo-c
onfe
renc
e w
ith B
rasi
lia in
col
labo
ra-
ence
s of
the
Uni
ted
Nat
ions
Mis
sion
in K
osov
o(D
OE
S/U
NM
IK),
UN
ICE
F-K
osov
o an
d th
e IB
E.
The
mai
n pu
rpos
e of
this
co-
oper
atio
n w
as to
ac-
quai
nt m
embe
rs o
f th
e ne
wly
-est
ablis
hed
core
team
of
curr
icul
um d
evel
oper
s w
ith p
rinc
iple
s, a
p-
proa
ches
and
the
met
hodo
logy
req
uire
d fo
r th
ede
velo
pmen
t and
man
agem
ent o
f cu
rric
ulum
de-
sign
. An
inte
nsiv
e tr
aini
ng w
orks
hop
at th
e IB
E in
tion
with
the
Sum
mer
Uni
vers
ity f
or H
uman
Rig
hts
and
the
Rig
ht to
Edu
catio
n. T
he li
nk w
as e
stab
-lis
hed
on 1
6 A
ugus
t 200
2 w
ith th
e Pa
lais
des
Na-
tions
, Gen
eva.
Mor
e th
an 1
00 y
oung
pra
ctiti
oner
s
and
rese
arch
ers
from
NG
Os
in m
ore
than
for
tyco
untr
ies
took
par
t. R
epre
sent
ativ
es o
f E
duca
tion
Inte
rnat
iona
l and
of
the
Con
fere
nce
of M
inis
trie
s
of E
duca
tion
of S
witz
erla
nd jo
ined
the
pane
l on
`Lea
rnin
g to
live
toge
ther
: cre
atin
g re
spec
t for
plu
-
ralis
m, m
utua
l und
erst
andi
ng a
nd p
eace
'.
The
cen
tral
them
e of
the
III
Tel
econ
gres
so d
eE
duca
cdo
de J
oven
s e
Adu
ltos
is r
elat
ed to
the
Wor
ld S
umm
it on
the
Info
rmat
ion
Soci
ety,
and
is
one
of th
e m
ajor
pre
para
tory
eve
nts
of th
e fo
rty-
seve
nth
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion.
Gen
eva,
in D
ecem
ber
2000
, on
'Cur
ricu
lum
dev
el-
opm
ent'
and
an in
tern
atio
nal s
emin
ar a
t Pri
stin
a,
in M
ay 2
001,
on
'Cas
e st
udie
s in
cur
ricu
lum
de-
velo
pmen
t: co
ntri
butio
ns to
the
Kos
ovo
educ
a-tio
n re
form
' wer
e or
gani
zed
as p
art o
f th
e su
ppor
t
by th
e IB
E f
or th
e de
velo
pmen
t of
com
pete
ncie
s
requ
ired
for
the
deve
lopm
ent o
f a
new
Gen
eral
Cur
ricu
lum
Fra
mew
ork
for
Kos
ovo.
aads
wila
$4.
POW
'A_
iml
'..:
),,1
,0,
ii,,,_
The
ope
ning
cer
emon
y of
the
Inte
rnat
iona
l Sem
inar
for
Cur
ricu
lum
Exp
erts
in L
atin
Am
eric
a, M
aldo
nado
, Uru
guay
, 31
July
200
0
26
Cam
pinz
, Arg
entin
Follo
win
g th
e de
cent
raliz
atio
n po
licie
s ca
rrie
d ou
t
in A
rgen
tina,
the
natio
nal e
duca
tion
syst
em h
asm
ade
som
e pr
ogre
ss to
war
ds a
mor
e pl
ural
istic
and
flex
ible
fed
eral
sys
tem
. The
sch
ools
are
sup
pose
d
to h
ave
mor
e au
tono
my,
but
pri
ncip
als
and
teac
h-
ers
are
not a
lway
s ab
le to
ben
efit
from
that
au-
tono
my.
With
mor
e th
an 8
.5 m
illio
n in
habi
tant
s, th
e Pr
ov-
ince
of
Bue
nos
Air
es is
the
larg
est a
nd m
ost
heav
ily p
opul
ated
in A
rgen
tina.
Cam
pana
, an
av-
erag
e-si
zed
tow
n, e
nrol
s ap
prox
imat
ely
25,0
00 o
f
the
alm
ost 4
mill
ion
pupi
ls in
pri
mar
y an
d se
cond
-
ary
educ
atio
n in
the
prov
ince
. Its
eco
nom
y be
n-ef
ited
from
the
wav
e of
Arg
entin
e in
dust
rial
isat
ion
follo
win
g th
e Se
cond
Wor
ld W
ar a
nd is
aff
ecte
dby
the
econ
omic
rec
essi
on th
at b
egan
in 1
999.
From
199
4 to
199
8 th
e sc
hool
s of
Cam
pana
had
rece
ived
, on
the
one
hand
, the
usu
al f
inan
cing
pro
-
vide
d by
the
prov
inci
al g
over
nmen
t and
, on
the
othe
r ha
nd, c
onsi
dera
ble
fund
ing
from
pri
vate
lo-
cal s
ourc
es, m
ainl
y fr
om th
e in
dust
rial
fir
mSI
DE
RC
A/T
EC
HIN
T. I
t was
bel
ieve
d th
at th
ese
addi
tiona
l con
trib
utio
ns w
ould
lead
to th
e lo
cal
child
ren
and
adol
esce
nts
achi
evin
g re
sults
hig
her
than
the
aver
age.
As
this
was
not
the
case
, an
eval
uatio
n w
as c
on-
duct
ed to
exa
min
e th
e re
ason
s. T
he B
ueno
s A
ires
Off
ice
of U
NE
SCO
's I
nter
natio
nal I
nstit
ute
for
Edu
catio
nal P
lann
ing
(I I
EP)
car
ried
it o
ut a
nd p
ro-
n ex
peri
ence
wor
th r
eplic
ztin
g
vide
d ou
tcom
es a
nd s
ugge
stio
ns to
impr
ove
teac
her's
par
ticip
atio
n in
cur
ricu
lum
dev
elop
men
t.
The
pro
vinc
ial g
over
nmen
t, th
e lo
cal a
utho
ritie
san
d th
e en
terp
rise
SID
ER
CA
/TE
CH
INT
invi
ted
the
IBE
to s
et u
p a
loca
l net
wor
k to
gen
erat
e a
scho
ol-
base
d co
-ope
rativ
e cu
rric
ulum
dev
elop
men
t pro
-ce
ss. T
he p
roce
ss is
ver
y su
cces
sful
: loc
al c
ur-
ricu
lar
prop
osal
s an
d st
rate
gies
hav
e be
en d
evel
-
oped
by
the
conc
erne
d te
ache
rs a
nd a
re b
eing
use
d
with
goo
d re
sults
. The
y se
rve
to p
rom
ote
mea
n-
ingf
ul le
arni
ng p
roce
sses
in a
ll th
e sc
hool
s of
the
com
mun
ity.
The
IB
E e
xper
tise
used
in C
ampa
na is
now
ava
il-
able
to b
e us
ed in
fur
ther
loca
l-ba
sed
curr
icul
um
deve
lopm
ent p
roce
sses
led
by m
unic
ipal
ities
and
othe
r lo
cal a
utho
ritie
s.
Phot
o: U
NIC
EF/
Fran
cene
Kee
ry
Cat
ncul
lann
elle
vello
pmen
t Tor
s- w
on-k
fing
chfil
idre
n fin
lInd
fin, 2
0011
-200
3
Thi
s ac
tion-
rese
arch
pro
ject
aim
s to
impr
ove
the
qual
ity a
nd e
ffec
tiven
ess
of a
ccel
erat
ed n
on-f
or-
mal
pri
mar
y ed
ucat
ion
(NFE
) fo
r w
orki
ng c
hild
ren.
Initi
ally
foc
used
on
child
ren
with
draw
n fr
om th
eca
rpet
-wea
ving
indu
stry
, it i
s no
w b
eing
ext
ende
dto
chi
ldre
n in
the
glas
s an
d ba
ngle
-mak
ing
area
inth
e no
rthe
rn I
ndia
n st
ate
of U
ttar
Prad
esh.
The
proj
ect i
s be
ing
unde
rtak
en b
y an
Ind
ian
NG
O, I
ni-
tiativ
e fo
r So
cial
Cha
nge
and
Act
ion
(ISC
A),
and
supp
orte
d jo
intly
by
the
IBE
and
the
UN
ESC
O o
f-
fice
in N
ew D
elhi
.T
he f
irst
pha
se h
as in
clud
ed th
e re
view
of
the
stat
epr
imar
y cu
rric
ulum
and
an
anal
ysis
of
prim
ary
text
-
book
s as
par
t of
the
trai
ning
of
mas
ter
trai
ners
. Thi
s
proc
ess
of b
otto
m-u
p cu
rric
ulum
dev
elop
men
tha
s be
en b
ased
on
an a
naly
sis
of th
e M
inim
umL
evel
s of
Lea
rnin
g (M
LL
) an
d co
mpe
tenc
ies
inla
ngua
ges,
mat
hem
atic
s an
d sc
ienc
e cu
rric
ulum
for
grad
es 1
-5. T
his
anal
ysis
has
ser
ved
as th
efo
unda
tion
for
an a
ccel
erat
ed a
ltern
ativ
e th
ree-
year
pri
mar
y tr
ack
that
may
allo
w f
or th
em
ains
trea
min
g of
wor
king
chi
ldre
n in
to th
e sc
hool
syst
em.
The
teac
hers
trai
ned
in th
is p
ilot p
roje
ct a
re w
ork-
ing
in N
FE s
choo
ls s
uper
vise
d by
civ
il so
ciet
ies
and
NG
Os
unde
r th
e gu
idan
ce o
f th
e D
istr
ict C
hild
Lab
our
Soci
etie
s of
Alla
haba
d, V
aran
asi,
Mir
zapu
r,an
d B
hadh
oi. T
he te
ache
rs a
re b
eing
mon
itore
d
by th
e m
aste
r tr
aine
rs w
ho v
isit
and
obse
rve
teac
h-in
g pr
actic
e, a
s w
ell a
s pr
ovid
ing
supp
ort a
nd g
uid-
ance
in th
e cl
assr
oom
s. A
sses
smen
t of
lear
ning
achi
evem
ent a
mon
g a
sam
ple
of p
ilot s
choo
ls h
asbe
en e
ncou
ragi
ng a
nd s
erve
s as
a b
asis
for
the
refi
nem
ent a
nd e
xten
sion
of
the
met
hodo
logy
toot
her
scho
ols.
The
goa
l is
to h
ave
this
met
hodo
l-og
y an
d tr
aini
ng p
rovi
ded
syst
emat
ical
ly b
y th
eM
inis
try
of L
abou
r an
d M
inis
try
of E
duca
tion,
who
join
tly w
ith th
e vo
lunt
ary
orga
niza
tions
,U
ND
P, I
LO
, Nor
ad a
nd th
e M
inis
try
of S
ocia
l Jus
-tic
eare
spo
nsor
ing
thes
e N
FE s
choo
ls f
or w
ork-
ing
child
ren.
Gal
atea
-Eto
n th
roug
h ac
tion-
rese
zrch
: citi
zens
hip
educ
atio
n E
n th
e C
ai0'
itohe
2n
At t
he f
irst
exp
lora
tory
sem
inar
org
aniz
ed b
y th
eIB
E in
Cub
a in
200
1, th
e ne
ed to
rei
nfor
ce c
itize
n-sh
ip e
duca
tion
in th
e re
gion
was
ass
esse
d. T
he f
irst
part
of
follo
w-u
p ac
tiviti
es to
ok th
e fo
rm o
f a
stoc
k-
taki
ng e
valu
atio
n st
udy
on n
atio
nal p
olic
y an
dpr
actic
e in
citi
zens
hip
educ
atio
n in
the
Eng
lish-
spea
king
cou
ntri
es o
f th
e C
arib
bean
car
ried
out
in20
02. T
he s
tudy
, to
be p
ublis
hed
in 2
003,
exa
min
edpa
rtic
ular
ly th
e w
ay in
whi
ch p
olic
y on
citi
zens
hip
educ
atio
n is
ref
lect
ed in
teac
her-
trai
ning
cur
ricu
la.
The
res
ults
of
the
eval
uatio
n m
ay s
erve
as
inpu
tfo
r a
trai
ning
wor
ksho
p in
Jam
aica
(20
03)
with
avi
ew to
for
min
g a
num
ber
of c
urri
culu
m/te
ache
r-ed
ucat
ion
spec
ialis
ts in
cri
tical
asp
ects
of
educ
a-tio
n fo
r ci
tizen
ship
. Thi
s w
orks
hop
will
be
held
inco
llabo
ratio
n w
ith U
NE
SCO
's K
ings
ton
Off
ice
and
the
Uni
vers
ity o
f th
e W
est I
ndie
s. A
mon
g ot
her
inst
itutio
ns in
volv
ed a
re th
e T
each
ers'
Col
lege
,C
olum
bia
Uni
vers
ity, U
nite
d St
ates
ofA
mer
ica,
and
the
curr
icul
um d
evel
opm
ent d
epar
tmen
ts o
f th
em
inis
trie
s of
edu
catio
n in
the
regi
on. T
he o
bjec
-tiv
e of
the
wor
ksho
p is
to in
itiat
e or
str
engt
hen
ata
rget
ed, h
olis
tic a
ppro
ach
to c
urri
culu
m d
evel
op-
men
t and
the
impl
emen
tatio
n of
citi
zens
hip
edu-
catio
n in
Car
ibbe
an s
choo
ls. I
t is
also
des
igne
d to
fost
er o
n-go
ing
prof
essi
onal
dev
elop
men
ts a
ndne
twor
king
in th
e fi
eld
of c
itize
nshi
p ed
ucat
ion
amon
g C
arib
bean
edu
cato
rs. A
noth
er o
utco
me
will
be th
e pr
oduc
tion
of tr
aini
ng m
ater
ials
on
citiz
en-
ship
edu
catio
n fo
r cu
rric
ulum
dev
elop
ers
and
teac
her
educ
ator
s. T
he p
roje
ct a
lso
inte
nds
todo
cum
ent a
sel
ecte
d nu
mbe
r of
pro
mis
ing
inno
-va
tions
on
citiz
ensh
ip e
duca
tion
in th
e su
b-re
gion
.Ph
oto:
UN
ICE
F /F
ranc
ene
Kee
ty 27
Con
flic
t-af
fect
ed s
ocie
ties:
curr
icul
um c
hang
e an
d so
cial
coh
esio
n
Thi
s is
an
exam
ple
of a
col
labo
rativ
e ac
tion-
re-
sear
ch p
roje
ct le
d by
the
1BE
. It i
nvol
ves
the
cre-
atio
n of
cas
e-st
udie
s re
latin
g to
:B
osni
a-H
erze
govi
na, G
uate
mal
a, L
eban
on,
Moz
ambi
que,
Nor
ther
n Ir
elan
d, R
wan
da, S
riL
anka
.
The
re is
gro
win
g co
ncer
n am
ong
inte
rnat
iona
led
ucat
ioni
sts
with
the
mul
tiple
way
s in
whi
chsc
hool
edu
catio
n re
late
s to
soc
ial c
ohes
ion.
Thi
s
is m
ost c
lear
ly a
ddre
ssed
in d
ebat
es a
bout
the
dia-
lect
ical
rel
atio
nshi
p be
twee
n sc
hool
ing
and
vio-
lent
con
flic
t. A
bet
ter
unde
rsta
ndin
g of
the
mul
ti-
face
ted
artic
ulat
ions
bet
wee
n ed
ucat
ion
and
vio-
lent
con
flic
t are
als
o in
crea
sing
ly in
form
ing
edu-
catio
nal p
olic
y an
d de
velo
pmen
t. Su
ch a
n un
der-
stan
ding
app
ears
so
cruc
ial t
o cu
rric
ulum
ren
ewal
that
it is
at t
he h
eart
of
educ
atio
nal r
efor
m in
all
soci
etie
s.W
hile
the
abov
e ac
tion-
rese
arch
pro
ject
in g
en-
eral
is in
form
ed b
y a
broa
d, p
eace
-bui
ldin
g ap
-pr
oach
, the
cas
e st
udie
s sh
all a
dopt
a s
ocio
-edu
-ca
tiona
l app
roac
h th
at tr
aces
the
proc
esse
s of
the
soci
al c
onst
ruct
ion
of e
duca
tiona
l kno
wle
dge
atth
e le
vel o
f of
fici
al s
choo
l cur
ricu
lafr
om p
olic
yfo
rmul
atio
n to
impl
emen
tatio
n. T
he m
ain
focu
s of
thes
e st
udie
s is
on
the
fact
ors
(soc
ial,
polit
ical
,hi
stor
ical
and
ped
agog
ical
) th
at s
hape
the
proc
ess
of c
urri
culu
m r
efor
m in
con
flic
t-af
fect
ed s
ocie
ties,
outli
ned
in d
etai
l in
a fr
amew
ork
deve
lope
d co
llec-
tivel
y w
ith th
e na
tiona
l cas
e st
udy
co-o
rdin
ator
s.
The
doc
umen
tatio
n of
thes
e fa
ctor
s is
impl
icitl
yun
ders
tood
as
cont
ribu
ting
to lo
cal c
apac
ity-b
uild
-
ing
as it
info
rms
and
refl
ects
the
on-g
oing
cur
ricu
-
lum
ref
orm
, and
will
be
mor
e ex
plic
itly
elab
orat
ed
in th
e fo
rm o
f tr
aini
ng m
ater
ials
des
igne
d fo
r cu
r-
ricu
lum
dev
elop
ers
thro
ugh
a co
mpa
rativ
e an
aly-
sis
of th
e fi
nal c
ase
stud
y re
port
s.
Thi
s ac
tion-
rese
arch
pro
ject
ado
pts
a pe
ace-
build
-
ing
appr
oach
to e
duca
tion
with
a lo
nger
-ter
m p
er-
spec
tive
that
see
ks to
bui
ld o
n lo
cal i
nput
s an
dre
sour
ces,
act
ing
as a
cat
alys
t and
cre
atin
g op
-po
rtun
ities
for
the
stre
ngth
enin
g of
pro
cess
es o
fed
ucat
iona
l cha
nge
alre
ady
intr
oduc
ed. I
n ot
her
wor
ds, t
he d
ocum
enta
tion
of th
e ca
se s
tudi
es is
to b
e lin
ked,
to th
e ex
tent
that
is p
ossi
ble,
to p
ro-
cess
es o
f cu
rric
ular
ren
ewal
cur
rent
ly u
nder
way
in e
ach
of th
e co
ntex
ts.
Upo
n co
mpl
etio
n of
the
case
stu
dies
, a f
urth
erop
port
unity
to c
ontr
ibut
e to
the
refo
rm p
roce
ssha
s be
en e
nvis
ione
d th
roug
h th
e de
velo
pmen
t of
trai
ning
mat
eria
ls b
ased
on
a co
mpa
rativ
e an
aly-
sis
of th
e ca
se s
tudi
es. I
n ad
ditio
n to
pro
vidi
ngle
sson
s le
arne
d fr
om th
e di
vers
e co
ntex
ts, t
hetr
aini
ng m
ater
ials
hop
e to
pro
vide
a m
etho
dolo
gy
to f
acili
tate
pol
icy
dial
ogue
aro
und
cont
entio
usis
sues
in a
ny o
ne c
onte
xt b
y pr
ovid
ing
the
oppo
r-
tuni
ty f
or e
xam
inin
g th
e w
ay in
whi
ch th
e sa
me
issu
es a
re a
rtic
ulat
ed in
oth
er c
onte
xts.
A c
ruci
al
aspe
ct o
f th
is p
roje
ct is
the
poss
ibili
ty o
f fa
cilit
at-
ing
the
poin
ts a
t whi
ch th
e do
cum
enta
tion
of th
eca
se s
tudi
es a
nd th
e tr
aini
ng m
ater
ials
are
abl
e to
re-i
nfor
m a
nd c
ontr
ibut
e to
the
on-g
oing
cur
ricu
-
lum
cha
nge
proc
ess.
The
aim
is to
dev
elop
a b
ette
r un
ders
tand
ing
ofth
e is
sues
that
det
erm
ine
legi
timat
e an
d su
stai
n-
able
pro
cess
es o
f ch
ange
in th
e sc
hool
cur
ricu
-lu
m w
ith a
vie
w to
enh
anci
ng s
ocia
l coh
esio
n. B
oth
the
case
stu
dies
and
the
anal
ytic
al f
ram
ewor
k de
-
rive
d fr
om th
e ca
se s
tudi
es s
hall
serv
e as
res
ourc
es
for
the
desi
gn o
f tr
aini
ng m
ater
ials
for
cur
ricu
lum
deve
lope
rs. T
he s
peci
fic
obje
ctiv
e fo
r 20
02-2
003
is to
pro
duce
sev
en c
ase
stud
ies
on p
roce
sses
of
curr
icul
um c
hang
e in
con
flic
t-af
fect
ed s
ocie
ties.
The
cas
e st
udie
s sh
all a
dopt
an
appr
oach
that
trac
es th
e pr
oces
ses
of s
ocia
l con
stru
ctio
n of
edu
-
catio
nal k
now
ledg
e at
the
leve
l of
offi
cial
sch
ool
curr
icul
afro
m p
olic
y fo
rmul
atio
n to
impl
emen
ta-
tion.
The
cas
e st
udie
s sh
all s
eek
to id
entif
y th
eso
cial
, pol
itica
l, hi
stor
ical
and
ped
agog
ical
fac
tors
that
aff
ect t
he c
onst
ruct
ion
and
impl
emen
tatio
n of
natio
nal a
nd lo
cal c
urri
cula
fra
mew
orks
. The
mai
n
focu
s of
thes
e st
udie
s is
on
the
fact
ors
that
sha
peth
e pr
oces
s of
cur
ricu
lum
ref
orm
in c
onfl
ict-
af-
fect
ed s
ocie
ties
that
are
out
lined
in d
etai
l in
the
colle
ctiv
ely
deve
lope
d fr
amew
ork.
Som
e of
the
IBE
's p
artn
ers
are:
the
Inte
rnat
iona
l
Inst
itute
for
Edu
catio
nal P
lann
ing
(UN
ESC
O-1
1EP)
;
the
Soci
al S
cien
ce R
esea
rch
Cou
ncil
(SSR
C);
the
Wor
ld B
ank;
the
Dep
artm
ent f
or I
nter
natio
nal D
e-
velo
pmen
t (D
flD
); th
e Sw
edis
h In
tern
atio
nal D
e-
velo
pmen
t Co-
oper
atio
n A
genc
y (S
ida)
; and
the
Inst
itut u
nive
rsita
ire
d'et
udes
du
deve
lopp
emen
t(I
UE
D, U
nive
rsity
of
Gen
eva)
.
28
The
IBE
str
ateg
y of
diss
emin
atin
g in
nova
tions
and
anal
ysin
g tr
ends
One
of
the
thre
e ba
sic
prog
ram
mes
of
the
IBE
is th
e R
esou
rce
Ban
k an
d O
bser
vato
ry o
fE
duca
tiona
l Tre
nds.
The
str
ateg
ic a
ims
of th
e
IBE
in th
is p
rogr
amm
e ar
e:
To
man
age
and
augm
ent
aco
llect
ion
of o
ffic
ial a
nd o
ther
curr
icul
um-
rela
ted
docu
men
ts, a
nd
web
link
s to
suc
h m
ater
ials
; as
wel
las
oth
er m
ater
ials
, suc
h as
cas
est
udie
s an
d re
sear
ch f
indi
ngs,
conc
erni
ng:
the
stru
ctur
esof
educ
atio
n sy
stem
s; th
e pr
oces
ses
ofcu
rric
ulum
dev
elop
men
t and
the
way
in w
hich
thei
r re
sults
are
act
ually
impl
emen
ted;
toge
ther
with
rel
ated
case
sof
goo
d pr
actic
esan
din
nova
tions
.
To
gath
er a
nd a
naly
se tr
aini
ng a
ndre
sour
ce m
ater
ials
that
will
ser
ve to
supp
ort a
ppro
pria
te c
urri
culu
mco
nstr
uctio
n an
d de
velo
pmen
tpr
oces
ses.
To
cond
uct
anal
yses
and
eval
uatio
nsof
educ
atio
nal
inno
vatio
nsan
dcu
rric
ulum
deve
lopm
ent p
roce
sses
that
will
supp
ort n
etw
orki
ng-b
ased
cur
ricu
lum
deve
lopm
ent p
roce
sses
em
phas
izin
ged
ucat
ion
for
lear
ning
to li
ve to
geth
er,
in p
artic
ular
a p
roce
ss-o
rien
ted
and
soci
ally
-inc
lusi
ve e
duca
tion
that
ful
fils
lear
ning
nee
ds a
nd p
rom
otes
uni
vers
al
hum
an v
alue
s.
To
mak
e av
aila
ble
and
diss
emin
ate
mat
eria
ls c
reat
ed o
r co
llect
ed b
y th
e
IBE
, and
to d
isse
min
ate
info
rmat
ion
abou
t oth
er r
ecom
men
ded
or r
elev
ant
mat
eria
ls e
xist
ing
else
whe
re.
The
Res
ourc
e B
ank.
A R
esou
rce
Ban
k on
curr
icul
um d
evel
opm
ent h
as b
een
set u
p at
the
IBE
, whe
re p
aper
pub
licat
ions
and
ele
c-
tron
ic in
form
atio
n is
col
lect
ed, s
tore
d an
ddi
ssem
inat
ed. A
link
ed a
ctiv
ity is
an
obse
rvat
ory
of tr
ends
in c
onte
nts
and
met
hods
of
educ
atio
n fo
rliv
ing
toge
ther
. Man
y pr
ojec
ts a
ffec
ting
the
Out
puts
for
200
2-20
07 o
f th
e
RE
SOU
RC
E B
AN
K A
ND
0 SE
RV
AT
OR
Y O
F T
RE
ND
S PR
OG
RA
MM
E
A w
ide-
rang
ing
colle
ctio
n of
off
icia
l and
othe
r cu
rric
ulum
-rel
ated
doc
umen
ts, a
nd
web
link
s to
sim
ilar
mat
eria
ls.
A s
et o
f st
udie
s pr
oduc
ed o
n se
lect
edas
pect
s of
off
icia
l int
ende
d cu
rric
ula,
as
wel
l as
curr
icul
um-m
akin
g an
d de
velo
p-
men
t pro
cess
es.
Oth
er c
ompa
rativ
e st
udie
s an
d an
alys
espr
oduc
ed in
line
with
the
exis
ting
need
s
and
dem
ands
.
Suita
ble
cont
ribu
tions
that
com
plem
ent
thos
e ex
pect
ed f
rom
the
othe
r U
NE
SCO
inst
itute
s pr
oduc
ed w
ithin
the
fram
ewor
kof
the
follo
w-u
p to
the
Dak
ar F
ram
ewor
k
for
Act
ion.
The
IB
E's
exi
stin
g da
ta b
anks
(e.
g. W
orld
data
on
educ
atio
n C
D-R
OM
and
onl
ine
data
base
; Cou
ntry
dos
sier
s; a
ndR
elat
ED
- g
ood
prac
tices
and
inno
va-
tions
) up
date
d, e
xpan
ded
and
incr
eas
ingl
y fo
cuse
d on
cur
ricu
lar
issu
es.
Num
erou
s re
port
s, d
ocum
ents
, per
iodi
cals
and
book
lets
pub
lishe
d, in
clud
ing:
Pros
pect
s, U
NE
SCO
's r
evie
w o
f
com
para
tive
educ
atio
n; 1
NN
OD
AT
A
mon
ogra
phs;
Edu
catio
nal I
NN
OV
AT
ION
and
info
rmat
ion,
the
IBE
New
slet
ter;
Edu
catio
nal P
ract
ices
ser
ies
- an
Int
erna
-
tiona
l Aca
dem
y of
Edu
catio
n/1B
E
prod
uctio
n; a
nd T
rend
s se
ries
(fo
rmer
ly
Rep
orts
on
sem
inar
s an
d m
eetin
gs).
Enh
ance
d w
ebsi
te s
yste
m a
nd u
ser
inte
rfac
e.
Con
trib
utio
n to
the
EFA
Glo
bal
Mon
itori
ng R
epor
t, to
the
Rep
ort o
f th
e
Uni
ted
Nat
ions
Rap
port
eur
on th
eR
ight
to E
duca
tion
and
to g
ende
r
sens
itive
issu
es in
the
curr
icul
um.
cont
ents
and
met
hods
of
educ
atio
n ha
vebe
en id
entif
ied.
Som
e of
them
took
pla
ce w
ith
exte
rnal
sup
port
, and
som
e w
ere
impl
emen
ted
in a
reas
of
pove
rty,
exc
lusi
on, o
r sp
ecia
l env
i-
ronm
enta
l con
ditio
ns. T
he c
onte
xt, d
escr
iptio
n
and
resu
lts o
f su
ch p
roje
cts
are
ofte
n un
publ
iciz
ed
or in
acce
ssib
le o
utsi
de th
e co
untr
y of
ori
gin.
BO
Thu
s, s
ome
proj
ects
end
up
bein
g of
onl
y lim
-
ited
usef
ulne
ss in
dem
onst
ratin
g to
oth
erSt
ates
, pol
icy
prof
essi
onal
s, c
urri
culu
m d
evel
-
oper
s, e
duca
tors
and
oth
ers
wha
t has
and
has
not b
een
done
suc
cess
fully
els
ewhe
re. T
his
lacu
na in
the
stor
age
and
dist
ribu
tion
of in
for-
mat
ion
repr
esen
ts a
n un
fulf
illed
pot
entia
l and
a w
aste
d op
port
unity
for
info
rmed
cur
ricu
lar
and
educ
atio
nal d
evel
opm
ent a
nd r
efor
m e
very
-w
here
.
The
res
ourc
e ba
nk m
anag
es a
col
lect
ion
of th
e
requ
ired
info
rmat
ion.
Thi
s w
ork
incl
udes
: an-
ticip
atin
g th
e ne
eds
of it
s us
ers;
dev
elop
ing
cri-
teri
a fo
r co
llect
ing,
cla
ssif
ying
and
ana
lysi
ng it
;
and
ensu
ring
sw
ift a
cces
s to
it. T
he p
olic
y-di
a-
logu
e an
d ca
paci
ty-b
uild
ing
stra
tegi
es o
f th
e IB
E
bene
fit f
rom
this
info
rmat
ion;
they
als
o gu
ide
it,
as d
evel
opm
ents
in th
ese
area
s hi
ghlig
ht m
iss-
ing
and
usef
ul d
irec
tions
of
info
rmat
ion
sele
c-
tion
and
info
rmat
ion
flow
.
Thr
ee o
f th
e m
ajor
dat
abas
es o
f th
e IB
E r
e-so
urce
ban
k ar
e: W
orld
dat
a on
edu
catio
n,th
e C
ount
ry d
ossi
ers
and
Rel
atE
D o
n ca
ses
of in
nova
tion.
Rel
atE
D is
the
succ
esso
r to
two
prev
ious
dat
abas
esIN
NO
DA
TA
and
Bri
dge.
Info
rmat
ion
for
thes
e is
bei
ng c
olle
cted
on:
cur
-
rent
off
icia
l doc
umen
ts, i
nclu
ding
off
icia
l cur
-
ricu
la; c
urri
culu
m d
evel
opm
ent m
etho
dolo
gies
and
proc
esse
s; a
nd in
nova
tions
rel
ated
to th
ebr
oad
them
e of
lear
ning
to li
ve to
geth
er.
Des
crip
tions
of
num
erou
s re
leva
nt a
nd in
-te
rest
ing
prog
ram
mes
and
pro
ject
s in
the
fiel
d of
edu
catio
n ha
ve b
een
iden
tifie
d an
d/or
col
lect
ed b
y th
e IB
E f
or it
s re
sour
ceba
nk. C
olle
ctin
g an
d di
ssem
inat
ing
de-
scri
ptio
ns a
nd a
naly
ses
of th
em is
a w
ay o
ffu
ellin
g th
e pr
oces
ses
of r
efle
ctio
n an
d
N
PRO
SPE
CT
S
UN
ESC
O's
qua
rter
ly r
evie
w
of c
ompa
rativ
e ed
ucat
ion
PRO
SPE
CT
S, U
NE
SCO
's r
evie
w o
f co
mpa
ra-
tive
educ
atio
n, p
ublis
hed
by th
e IB
E, i
s th
e on
ly
educ
atio
nal r
evie
w to
app
ear
quar
terl
y in
Ara
-
bic,
Chi
nese
, Eng
lish,
Fre
nch,
Rus
sian
and
Span
ish.
For
sch
olar
s in
man
y co
untr
ies
it is
the
only
sou
rce
of in
form
atio
n on
inte
rnat
iona
l
educ
atio
nal p
robl
ems
avai
labl
e in
thei
r na
tiona
l
lang
uage
.
For
mor
e th
an th
irty
yea
rs, t
he jo
urna
l has
serv
ed a
s a
plat
form
for
the
exch
ange
of
idea
s
on c
urre
nt a
nd c
ontr
over
sial
edu
catio
nal
them
es. U
nlik
e ot
her
wel
l-kn
own
spec
ializ
eded
ucat
iona
l rev
iew
s in
Eng
lish,
Fre
nch
and
Span
ish,
PR
OSP
EC
TS
seek
s to
giv
e th
e fl
oor
to a
utho
rs o
f va
riou
s ge
ogra
phic
al o
rigi
ns in
aba
lanc
ed w
ay. I
n ot
her
wor
ds, i
t ado
pts
ast
rong
ly in
tern
atio
nal a
ppro
ach,
whi
ch m
akes
it un
ique
in it
s do
mai
n, d
omin
ated
by
Nor
thA
mer
ican
/Eur
opea
n ac
adem
e.
In 2
003,
the
follo
win
g th
emes
will
be
disc
usse
d
on th
e pa
ges
of P
RO
SPE
CT
S:
Cur
ricu
lar
chan
ge: a
glo
bal p
ersp
ectiv
e
Edu
catio
n an
d re
ligio
n: th
e pa
ths
of to
ler-
ance
Env
iron
men
tal e
duca
tion:
a p
illar
of
sust
ain-
able
dev
elop
men
t
Eur
o-A
rab
dial
ogue
: an
educ
atio
nal b
ridg
e?
Sinc
e 20
02, t
he p
rodu
ctio
n of
the
Eng
lish
ver-
sion
of
the
jour
nal i
s ca
rrie
d ou
t by
Klu
wer
Aca
dem
ic P
ublis
hers
, P.O
. Box
17,
220
0 A
A
Dor
drec
ht, T
he N
ethe
rlan
ds.
actio
n at
reg
iona
l and
nat
iona
l pol
icy
leve
ls, a
s w
ell a
s at
the
leve
l of
scho
ols,
indi
-
vidu
al te
ache
rs a
nd o
f so
ciet
ies
them
selv
es.
The
Obs
erva
tory
of
Tre
nds.
The
IB
E is
carr
ying
out
a s
erie
s of
stu
dies
on
its f
ield
of
com
pete
nce
that
cov
ers
tren
ds a
nd p
atte
rns
in c
urre
nt c
urri
cula
as
rega
rds
cont
ents
and
met
hods
. The
y al
so c
over
des
crip
tions
and
anal
yses
of
curr
icul
um d
evel
opm
ent p
ro-
cess
es, a
s w
ell a
s an
y ot
her
educ
atio
nal i
nno-
vatio
ns s
elec
ted
from
the
reso
urce
ban
k. I
nth
is w
ork,
spe
cial
em
phas
is is
bei
ng g
iven
to
thos
e in
itiat
ives
that
are
of
wid
e or
spe
cial
in-
tere
st b
ecau
se th
ey h
ave
cont
ribu
ted
to e
du-
catio
n fo
r liv
ing
toge
ther
. Thr
ee to
six
stu
dies
a ye
ar a
re b
eing
pro
duce
d at
the
IBE
.
The
stu
dies
are
bei
ng li
nked
whe
reve
r po
s-si
ble
to d
evel
opm
ents
in th
e ca
paci
ty-b
uild
ing
and
polic
y-di
alog
ue p
rogr
amm
es o
f th
e IB
E.
The
Res
ourc
e B
ank
and
the
Obs
erva
tory
of T
rend
s ar
e fa
cilit
ies
inte
nded
to r
espo
nd to
the
need
, am
ong
scho
ols
and
educ
atio
n se
r-vi
ce a
genc
ies
at v
ario
us le
vels
fro
m th
e lo
cal
to th
e gl
obal
, for
wid
er s
hari
ng a
nd c
ompa
ri-
son
of e
ach
othe
rs' e
duca
tiona
l pra
ctic
es, e
s-
peci
ally
the
inno
vativ
e on
es. P
ract
ices
may
INN
OD
AT
A: t
he m
onog
raph
s of
the
IBE
1.T
he s
econ
dary
edu
catio
n ce
rtif
icat
e an
dm
atri
cula
tion
exam
inat
ions
in M
alta
, by
Ron
ald
G S
ulta
na. 3
2 p.
2.T
he s
cien
ce o
f th
inki
ng, a
nd s
cien
ce f
orth
inki
ng: a
des
crip
tion
of C
ogni
tive
Ac-
cele
ratio
n th
roug
h Sc
ienc
e E
duca
tion
(CA
SE),
by
Phili
p A
dey.
40
p. (
exis
ts a
lso
in F
renc
h an
d Sp
anis
h)
3.Sy
stem
s of
kno
wle
dge:
a c
ase
stud
y of
curr
icul
um in
nova
tion
in M
alta
, by
Jo-
seph
Gio
rdm
aina
. 40
p.
4.C
limbi
ng th
e la
dder
: A c
ase
stud
y of
the
wom
en's
seco
ndar
yed
ucat
ion
prog
ram
me
ofA
llam
a Iq
bal O
pen
Uni
ver-
sity
, Pak
ista
n, b
y R
iffa
t Hag
ue a
ndSy
eda
Naj
eeba
Bat
ool.
32 p
.5.
Cur
ricu
lum
inno
vatio
n in
Por
tuga
l: th
eA
rea
Esc
ola-
an a
rena
for
cro
ss-c
ur-
ricu
la a
ctiv
ities
and
cur
ricu
lum
dev
el-
opm
ent,
by G
ertr
udes
Am
aro.
56
p.
6.L
a pe
clag
ogie
con
verg
ente
: son
expe
rim
enta
tion
au M
ali e
t son
impa
ctsu
r le
sys
tem
e ed
ucat
if, b
y Sa
mba
Tra
ore.
48
p.
7.T
ools
of
the
min
d: a
cas
e st
udy
of im
ple-
men
ting
the
Vyg
otsk
ian
appr
oach
inA
mer
ican
ear
ly c
hild
hood
and
pri
mar
ycl
assr
oom
s, b
y E
lena
Bod
rova
and
Deb
orah
J. L
eong
. 40
p.
8.R
ecip
roca
l tea
chin
g: th
e ap
plic
atio
n of
a re
adin
g im
prov
emen
t str
ateg
y on
ur-
ban
stud
ents
in H
ighl
and
Park
, Mic
hi-
gan,
199
3-19
95, b
y C
arol
yn J
. Car
ter
(with
spe
cial
ass
ista
nce
from
Dia
ne F
.Fe
kete
). 3
9 p.
9.C
reat
ing
new
cho
ices
: a v
iole
nce
prev
en-
tion
proj
ect f
or s
choo
ls in
Aus
tral
ia, b
y
Mar
ee S
idey
(as
sist
ed b
y T
here
saL
ynch
). 5
1 p.
10. E
cole
pro
pre-
Eco
le v
erte
: une
voi
e po
urqu
alif
ier
l'eco
le,
mob
ilise
rla
com
mun
aute
etpr
oteg
erl'e
nvir
onne
men
t-un
e ex
peri
ence
guin
eenn
e a
part
ager
, by
Lar
aine
Bar
ry.
40 p
.
11. T
he I
nven
tion
Cur
ricu
lum
: a M
alay
sian
expe
rien
ce, b
y A
hmad
Moh
amad
Sha
rif
and
Kon
g M
eow
San
. 36
p.
12. T
he A
ttune
men
t Str
ateg
y: r
ecla
imin
gch
ildre
n's
mot
ivat
ion
by r
espo
nsiv
e in
-
stru
ctio
n, b
y L
uc S
teve
ns, W
im v
anW
erkh
oven
and
Jos
Cas
telij
ns. 4
4 p.
13. S
IDA
sab
er a
yuda
: un
prog
ram
ain
terd
isci
plin
ario
par
a la
edu
caci
onse
cund
aria
, by
Joaq
uin
Prat
z. 4
8 p.
14. E
l cic
lo b
asic
° de
la e
duca
cion
secu
ndar
ia: u
na in
nova
tion
curr
icul
are
inst
ituci
onal
: con
sens
os y
con
flic
tos,
M V
eroc
ai, e
t al.
2003
.
15. C
urri
culu
m d
evel
opm
ent f
or w
orki
ngch
ildre
n (p
rovi
sion
al ti
tle).
200
3.
16. T
he C
ampa
na s
choo
l net
wor
k: th
e ca
seof
loca
l cur
ricu
lum
dev
elop
men
t. L
.Fu
mag
alli
and
A. B
rito
. 200
3.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
11.
12.
13.
14.
The
Edu
catio
nal P
ract
ices
ser
ies
publ
ishe
d by
the
1BE
and
the
Inte
rnat
iona
l Aca
dem
y of
Edu
catio
n
(Ser
ies
edito
r: P
rofe
ssor
Her
b W
albe
rg)
Tea
chin
g, b
yJer
e B
roph
y. 3
6 p.
Pare
nts
and
lear
ning
, by
Sam
Red
ding
.36
p.
Eff
ectiv
e ed
ucat
iona
l pra
ctic
es, b
y H
erbe
rt
J. W
albe
rg e
t Sus
an J
. Pai
k. 2
4 p.
Impr
ovin
g st
uden
t ach
ieve
men
t in
mat
h-
emat
ics,
by
Dou
glas
A. G
rouw
s an
dK
rist
in J
. Ceb
ulla
. 48
p.T
utor
ing,
by
Kei
th T
oppi
ng. 3
6 p.
Tea
chin
g ad
ditio
nal l
angu
ages
, by
Elli
otL
. Jud
d, L
ihua
Tan
and
Her
bert
J. W
albe
rg.
26p.
How
chi
ldre
n le
arn,
by
Stel
la V
osni
adou
.30
p.
Prev
entin
g be
havi
our
prob
lem
s: w
hat
wor
ks, b
y Sh
aron
L. F
oste
r, P
atri
cia
Bre
nnan
, Ant
hony
Big
lan,
Lin
na W
ang
and
Saud
al-
Gha
ith. 3
0 p.
Prev
entin
g H
IV/A
IDS
in s
choo
ls, b
y In
on
I. S
chen
ker
and
Jenn
y M
Nyi
rend
a. 3
2 p.
Mot
ivat
ion
to le
arn,
by
Mon
ique
Boe
kaer
ts. 2
6 p.
Aca
dem
ic a
nd s
ocia
l-em
otio
nal l
earn
ing,
by M
auri
ce J
Elia
s. 3
2p.
Tea
chin
g re
adin
g (p
rovi
sion
al ti
tle).
Tea
chin
g yo
ung
child
ren
(pro
visi
onal
title
).
Tea
chin
g sc
ienc
e (p
rovi
sion
al ti
tle).
be f
ruitf
ully
sha
red
in th
e fo
rm o
f ed
ucat
iona
l
curr
icul
a, in
clud
ing
both
the
cont
ent,
and
the
peda
gogi
cal a
nd in
stitu
tiona
l fra
mew
orks
in-
volv
ed. T
he I
BE
mak
es th
ese
faci
litie
s av
ail-
able
to h
elp
ensu
re th
at th
e in
tern
atio
nal c
om-
mun
ity m
ay s
usta
in a
bro
ad, r
ich
flow
of
such
publ
ic in
form
atio
n. T
his
is b
eing
don
e in
the
hope
that
lear
ning
pro
cess
es, c
urri
culu
m d
e-
velo
pmen
t pro
cess
es, a
nd e
duca
tiona
l per
-sp
ectiv
es w
ill th
ereb
y be
enh
ance
d. I
nter
na-
tiona
l agr
eem
ents
on
cont
ent m
ay e
vent
ually
be e
nvis
aged
in c
erta
in f
ield
s of
lear
ning
, and
such
info
rmat
ion
flow
s w
ould
fac
ilita
te a
ndsu
ppor
t fut
ure
deci
sion
s on
inte
rnat
iona
l cer
-
tific
atio
n an
d ev
alua
tion.
Edu
catio
nal i
nstit
utio
ns a
t all
leve
ls f
requ
ently
need
to u
se r
elev
ant i
nfor
mat
ion
abou
t wha
tco
nten
t is
taug
ht e
lsew
here
, and
abo
ut w
hat
fram
ewor
ks a
nd m
etho
ds a
re u
sed
in te
ach-
ing.
Whe
n th
ey c
ome
to th
e re
visi
on o
f cu
r-
ricu
la, t
hey
ofte
n ne
ed to
kno
w h
ow s
uch
pro-
cess
es a
re c
ondu
cted
els
ewhe
re. W
hat c
a-pa
citie
s w
ere
pres
ent?
Wha
t goa
ls a
nd g
uide
-
lines
wer
e in
volv
ed?
And
so
on. W
hen
rela
ted
capa
city
-bui
ldin
g ac
tiviti
es, s
uch
as tr
aini
ng
and
orga
niza
tiona
l dev
elop
men
t, ar
e un
der
way
, the
se a
ctiv
ities
too
are
enha
nced
by
au-
then
tic in
form
atio
n ab
out e
duca
tiona
l con
text
s
else
whe
re.
The
pro
per
colle
ctio
n an
d re
dist
ribu
tion,
bot
h
pro-
activ
ely
and
on d
eman
d, o
f su
ch d
escr
ip-
tive
and
anal
ytic
al in
form
atio
n ab
out e
duca
-tio
nal e
xper
ts, p
rodu
cts,
cha
nge
proc
esse
s an
d
prac
tices
is in
tend
ed to
be
usef
ul in
the
deve
l-
opm
ent o
f m
any
educ
atio
n sy
stem
s in
the
wor
ld. I
t is
also
par
ticul
arly
inte
nded
as
a co
n-
trib
utio
n to
the
annu
al E
duca
tion
for
All
Glo
-
bal M
onito
ring
Rep
ort a
nd f
or th
e R
epor
t of
the
Spec
ial R
appo
rteu
r on
the
Rig
ht to
Edu
-
catio
n. B
y th
e de
velo
pmen
t of
its R
esou
rce
Ban
k an
d O
bser
vato
ry o
f T
rend
s, th
e IB
Eco
oper
ates
initi
ally
with
aca
dem
ic s
taff
of
the
Uni
vers
ities
of
Stan
ford
, Uni
ted
Stat
es o
fA
mer
ica;
Pen
nsyl
vani
a, U
nite
d St
ates
of
Am
eric
a; J
erus
alem
, Isr
ael;
Add
is A
baba
,E
thio
pia;
San
And
res,
Arg
entin
a; a
nd Z
uric
h,
Switz
erla
nd. T
he I
BE
als
o m
aint
ains
clo
sepr
ofes
sion
al c
olla
bora
tion
with
the
Ass
ocia
-
tion
fran
coph
one
d'ed
ucat
ion
com
pare
e(A
FEC
), th
e In
tern
atio
nal O
rgan
izat
ion
for
the
Dev
elop
men
t of
Free
dom
of
Edu
catio
n(O
IDE
L),
the
Wor
ld C
ounc
il of
Com
para
tive
Edu
catio
n So
ciet
ies
(WC
CE
S) a
nd o
ther
or-
gani
zatio
ns c
once
rned
with
com
para
tive
rese
arch
on
educ
atio
n.
The
IB
E w
ebsi
te is
attr
actin
g m
ore
and
mor
e us
ers
...
The
cha
rt b
elow
sho
ws
tota
l hits
to th
e ri
ch w
ebsi
te o
f th
e IB
E a
t: w
ww
.ibe.
unes
co.o
rg
Var
ious
res
ourc
es a
re m
ade
avai
labl
e, in
clud
ing
data
base
s, r
epor
ts, p
ublic
atio
ns, d
irec
tori
esof
link
s an
d so
on.
Man
y vi
sito
rs to
the
site
hav
e do
wnl
oade
d th
e m
ater
ials
they
fin
d th
ere.
1,80
0,00
0
1,60
0,00
0
1,40
0,00
0
1,20
0,00
0
1,00
0,00
0
800,
000
600,
000
400,
000
200,
000 0
34
'Hits
' on
the
IBE
web
site
.1
1996
1997
1998
1999
2000
2001
2002
The
OB
E s
trat
egy
offa
cilit
atin
g an
d pr
omot
ing
dial
ogue
for
polic
y-m
akin
g
The
IB
E's
thir
d ba
sic
prog
ram
me
cons
ists
of f
acili
tatin
g an
d pr
omot
ing
polic
y-cr
eatin
g
dial
ogue
on
educ
atio
nal,
and
espe
cial
ly c
ur-
ricu
lar,
issu
es a
t int
erna
tiona
l, re
gion
al a
ndna
tiona
l lev
els.
The
str
ateg
ic a
ims
in th
ePo
licy-
Dia
logu
e Pr
ogra
mm
e ar
e:
To
faci
litat
e an
d fo
ster
dia
logu
eam
ong
polic
y-m
aker
s an
d ot
her
stak
ehol
ders
abo
ut e
duca
tiona
lch
ange
at w
orld
, reg
iona
l, na
tiona
lan
d an
y ot
her
leve
ls, l
ikel
y to
enha
nce
polic
ies,
cur
ricu
lar
chan
gepr
oces
ses,
cur
ricu
la, a
nd th
eir
rz.4
impl
emen
tatio
n an
d lo
cal a
dapt
atio
n.
To
prom
ote,
am
ong
polic
y-m
aker
san
d ot
her
stak
ehol
ders
, inc
lusi
vequ
ality
edu
catio
n se
en a
s a
proc
ess
of le
arni
ng to
be,
lear
ning
to le
arn,
lear
ning
to d
o an
d es
peci
ally
as
lear
ning
to li
ve to
geth
er, a
nd to
hel
p
orie
nt c
urri
cula
to th
e in
tere
sts
ofhu
man
ity a
s a
who
le.
Polic
y di
alog
ue in
the
pres
ent c
onte
xt is
the
exch
ange
that
take
s pl
ace
amon
g st
akeh
old-
ers
of e
duca
tion
syst
ems
with
the
aim
of
de-
term
inin
g or
infl
uenc
ing
educ
atio
nal p
olic
y.
The
IB
E is
stim
ulat
ing
polic
y di
alog
ue a
nd e
n-
hanc
ing
it in
the
dire
ctio
n of
qua
lity
educ
atio
n
for
livin
g to
geth
er. I
t is
seek
ing
also
to h
elp
orie
nt p
olic
ies
and
curr
icul
a in
the
dire
ctio
n of
univ
ersa
lly s
hare
d va
lues
. It i
s se
ekin
g to
pro
-
mot
e cu
rric
ulum
cha
nge
that
is e
mpo
wer
men
t-
base
d an
d pa
rtic
ipat
ory.
Info
rmat
ion
by it
self
rar
ely
lead
s to
pol
icy
deci
sion
s. A
rol
e of
pol
icy
advo
cacy
bas
ed o
n
insp
irat
ion
and
pers
uasi
on is
req
uire
d. T
his
mea
ns, i
n ef
fect
, mob
ilizi
ng th
e at
tent
ion
ofst
akeh
olde
rs.
At a
glo
bal l
evel
, the
maj
or c
ontr
ibut
ion
of th
e
IBE
in th
is a
rea
is th
e In
tern
atio
nal C
onfe
r-en
ce o
n E
duca
tion.
Thi
s C
onfe
renc
e ha
s be
en
orga
nize
d by
the
IBE
on
beha
lf o
f U
NE
SCO
for
man
y de
cade
s. I
t was
the
firs
t and
, for
alo
ng ti
me,
the
only
inte
rnat
iona
l gat
heri
ng o
f
min
iste
rs o
f ed
ucat
ion,
par
ticul
arly
dur
ing
the
peri
od 1
934-
1970
. Thi
s is
a f
orum
whe
re
The
for
ty-s
ixth
ses
sion
of
the
inte
rnat
iona
l Con
fere
nce
on E
duca
tion,
Gen
eva,
5-8
Sep
tem
ber
2001
`Edu
catio
n fo
r al
l for
lear
ning
to li
ve to
geth
er: c
on-
tent
s an
d le
arni
ng s
trat
egie
spro
blem
s an
d so
-lu
tions
'.T
his
Con
fere
nce
was
org
aniz
ed b
y th
e IB
E o
n be
-ha
lf o
f U
NE
SCO
. Mor
e th
an 6
00 p
artic
ipan
ts, i
n-cl
udin
g 80
min
iste
rs o
f ed
ucat
ion
and
10 d
eput
ym
inis
ters
, fro
m 1
27 o
f U
NE
SCO
's M
embe
r St
ates
took
par
t in
the
deba
tes,
toge
ther
with
rep
rese
n-ta
tives
of
nine
inte
rgov
ernm
enta
l org
aniz
atio
ns,
thir
teen
non
-gov
ernm
enta
l org
aniz
atio
ns a
nd th
ree
foun
datio
ns.
In r
espo
nse
to th
e w
ish
expr
esse
d on
man
y oc
ca-
sion
s by
min
iste
rs a
t ear
lier
sess
ions
of
the
Con
-fe
renc
e to
ent
er in
to a
gen
uine
, in-
dept
h po
litic
aldi
alog
ue, t
he I
BE
Cou
ncil
deci
ded
to c
hang
e th
est
ruct
ure
and
orga
niza
tion
com
pare
d to
thos
e of
prev
ious
ses
sion
s. C
onse
quen
tly, t
he p
roce
edin
gsto
ok p
lace
as
follo
ws:
a m
ajor
intr
oduc
tory
deb
ate;
two
disc
ussi
on u
nits
, eac
h co
nsis
ting
of th
ree
para
llel w
orks
hops
(pa
nels
) fo
llow
ed b
y a
plen
ary
sum
min
g-up
mee
ting;
a m
ajor
con
clud
ing
deba
te;
a cl
osin
g m
eetin
g.A
spe
cial
mee
ting,
cha
ired
by
Mr
KoI
chir
oM
atsu
ura,
Dir
ecto
r-G
ener
al o
f U
NE
SCO
, too
kpl
ace
in th
e m
orni
ng o
f 8
Sept
embe
r on
the
them
eof
the
invo
lvem
ent o
f ci
vil s
ocie
ty in
pro
mot
ing
educ
atio
n fo
r al
l. T
hat m
eetin
g w
as h
ighl
y ap
pre-
ciat
ed b
y m
any
part
icip
ants
and
was
a r
ewar
ding
part
of
the
Con
fere
nce
in th
at it
was
con
duci
ve to
dial
ogue
and
exc
hang
es.
Am
ong
the
inno
vatio
ns m
arki
ng th
is s
essi
on o
fth
e C
onfe
renc
e w
as th
e su
bsta
ntia
l use
of
audi
o-vi
sual
and
info
rmat
ion
and
com
mun
icat
ion
tech
-no
logi
es (
vide
os, r
ecor
ding
of
a te
levi
sion
prog
ram
me
(rou
nd-t
able
of
min
iste
rs)
with
the
as-
sist
ance
of
the
loca
l tel
evis
ion
stat
ion
Lem
an B
leu;
pres
enta
tion
of s
ome
100
good
pra
ctic
es o
n th
eC
onfe
renc
e's
web
site
; sum
mar
ies
of th
e pr
ocee
d-in
gs a
cces
sibl
e on
the
Inte
rnet
the
follo
win
g da
y,et
c.).
Oth
er in
nova
tions
wer
e al
so in
trod
uced
inth
e pr
epar
ator
y ph
ase
of th
e C
onfe
renc
e(N
etfo
rum
, mes
sage
s of
min
iste
rs, w
ebsi
te).
Tw
osp
ecia
l edi
tions
of
Pros
pect
s, U
NE
SCO
's q
uart
erly
revi
ew o
f co
mpa
rativ
e ed
ucat
ion,
wer
e de
vote
d to
the
Con
fere
nce'
s th
eme.
The
org
aniz
atio
n of
the
Con
fere
nce
was
mad
e po
s-si
ble
due
to m
any
part
ners
hips
, in
the
form
of
in-
telle
ctua
l and
/or
fina
ncia
l con
trib
utio
ns m
ade
bym
inis
trie
s of
edu
catio
n, n
atio
nal c
omm
issi
ons
for
UN
ESC
O, r
esea
rch
and
trai
ning
cen
tres
of
seve
ral
coun
trie
s (A
rgen
tina,
Can
ada,
Cub
a, C
zech
Rep
ub-
lic, D
enm
ark,
Fin
land
, Fra
nce,
Ger
man
y, J
apan
,M
alay
sia,
Net
herl
ands
, Nor
way
, Spa
in a
nd S
wit-
zerl
and)
, UN
ESC
O's
Dak
ar F
ollo
w-u
p U
nit,
the
Com
mon
wea
lth o
f L
earn
ing,
the
trai
ning
prog
ram
me
for
bilin
gual
inte
rcul
tura
l edu
catio
n fo
r
the
And
ean
coun
trie
s (P
RO
EIB
-AN
DE
S), t
heB
ER
UM
pro
ject
(Pe
ru),
the
Uni
vers
ity I
nstit
ute
for
Dev
elop
men
t Stu
dies
(IU
ED
, Gen
eva)
, the
City
of
Scie
nce
and
Indu
stry
(Pa
ris)
and
the
Cen
tre
for
the
Stud
y of
Vio
lenc
e an
d R
econ
cilia
tion
(Sou
th A
f-ri
ca).
The
org
aniz
atio
n an
d, m
ore
part
icul
arly
, the
smoo
th r
unni
ng o
f th
e C
onfe
renc
e w
ere
also
mad
epo
ssib
le th
roug
h th
e ac
tive
colla
bora
tion
and
sup-
port
of
vari
ous
UN
ESC
O u
nits
(th
e E
duca
tion
Sec-
tor,
var
ious
inst
itute
s, r
egio
nal o
ffic
es a
nd o
ther
serv
ices
, suc
h as
inte
rpre
tatio
n an
d pu
blic
rel
a-tio
ns).
The
rea
ctio
ns g
athe
red
at th
e C
onfe
renc
e its
elf
and
afte
rwar
ds h
ave
been
ove
rwhe
lmin
gly
favo
urab
le.
Eve
n th
ough
ther
e is
stil
l roo
m f
or im
prov
emen
t,
a Gs
CO
NT
EN
TS
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S-P
RO
BLE
MS
AN
D S
OLU
TIO
NS
I
INT
RtIA
TIO
NA
L C
ON
FE
RE
NC
E O
il E
DU
CA
TIO
NF
orty
-sha
h se
ssio
n, G
enev
a, 5
-8 S
epte
mbe
r 20
31
F
CO
NT
EN
IDO
SE
NT
RA
TE
GIA
S D
E A
PR
EN
DIZ
AJE
- P
RO
RLE
NLt
S S
OLU
CIO
NE
S
the
part
icip
ants
wel
com
ed th
e in
nova
tions
and
the
fact
that
the
proc
eedi
ngs
of th
e se
ssio
n w
ere
es-
sent
ially
foc
used
on
dial
ogue
and
exc
hang
e. T
hedo
cum
ent C
oncl
usio
ns a
nd p
ropo
sals
for
act
ion
was
ado
pted
at t
he c
losi
ng m
eetin
g. T
he b
ook
ofth
e fo
rty-
sixt
h IC
E L
earn
ing
to li
ve to
geth
er:
have
we
faile
d?ha
s be
en p
repa
red
by th
e IB
Ean
d a
CD
-RO
M c
onta
inin
g th
e C
onfe
renc
e do
cu-
men
tatio
n is
als
o av
aila
ble.
Fur
ther
mor
e, th
e pr
o-ce
edin
gs o
f th
e se
min
ar th
at im
med
iate
ly p
rece
ded
the
ICE
hav
e al
so b
een
publ
ishe
d in
boo
k fo
rm:
Aud
igie
r, F
.; B
otta
ni, N
., ed
s. E
duca
tion
et v
ivre
ense
mbl
e : a
ctes
du
collo
que
'La
prob
lem
atiq
uedu
viv
re e
nsem
ble
dans
les
curr
icul
a'. G
enev
a,SR
ED
/FaP
S M
BE
, 200
2.
Out
puts
for
20N
-200
7 of
the
MIL
AC
Y-D
EA
LG
GU
IE P
ICC
RA
MM
E
A s
erie
s of
pol
icy
dial
ogue
eve
nts
on
maj
or c
ontr
over
sial
issu
es o
rgan
ized
.
The
for
ty-s
even
th s
essi
on o
f th
e
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion
held
.
Rei
nfor
ced
capa
citie
s fo
r a
num
ber
of
polic
y-m
akin
g te
ams,
with
a f
ocus
on
Sub-
Saha
ran
Afr
ica
and
Sout
h-E
ast A
sia.
A c
oher
ent m
odul
ar c
ours
e fo
r ca
paci
ty
build
ing
for
polic
y di
alog
ue o
n ed
uca-
tiona
l iss
ues
mad
e av
aila
ble.
A g
roup
of
youn
g st
uden
ts a
nd r
esea
rch
ers
trai
ned
in c
apac
ity b
uild
ing
for
polic
y
dial
ogue
.
Min
iste
rs o
f E
duca
tion,
edu
catio
nal s
peci
al-
ists
and
oth
ers
wor
king
in th
e fi
eld
talk
to e
ach
othe
r on
issu
es o
f qu
ality
, equ
ity a
nd in
clu-
sion
and
usua
lly tr
y to
rea
ch c
onse
nsus
. The
IBE
eng
ages
and
enc
oura
ges
the
acad
emic
com
mun
ity a
nd r
epre
sent
ativ
es o
f th
e ci
vil
soci
ety
to ta
ke p
art i
n th
e C
onfe
renc
e.
The
for
ty-s
ixth
ses
sion
of
the
Inte
rnat
iona
lC
onfe
renc
e on
Edu
catio
n w
as h
eld
in S
ep-
tem
ber
2001
. It w
as o
rgan
ized
and
fin
ance
dby
inst
itutio
ns a
nd b
y co
untr
ies
from
the
six
cont
inen
ts (
see
box
on p
age
36).
The
wor
k of
con
duct
ing,
or
stim
ulat
ing,
pol
icy
dial
ogue
is c
ompl
emen
tary
to th
e in
form
atio
n-
supp
ly a
nd th
e ca
paci
ty-b
uild
ing
wor
k of
the
IBE
. Thu
s, f
or e
xam
ple,
an
educ
atio
n sy
stem
's
stak
ehol
ders
mus
t fir
st o
f al
l con
side
r ce
rtai
n
situ
atio
ns a
s pr
oble
ms
amen
able
to a
sol
utio
n,
and
as b
eing
urg
ent o
r im
port
ant e
noug
h to
be
atte
nded
to. O
ften
, sto
ries
abo
ut c
ause
and
effe
ct a
re u
sed
to il
lust
rate
a s
ituat
ion
in s
uch
a w
ay th
at it
is r
ecog
nize
d to
be
a pr
oble
m.
The
IB
E s
uppl
ies
case
stu
dies
for
suc
h pu
r-po
ses
from
its
reso
urce
ban
k an
d ob
serv
a-
Phot
o: J
ean
Piag
et (
1896
-198
0), t
he f
amou
sSw
iss
psyc
holo
gist
, Dir
ecto
r of
the
IBE
fro
m19
29 to
196
8, r
espo
nsib
le f
or s
ettin
g up
the
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion
tory
of
tren
ds. S
olut
ions
are
esp
ecia
lly c
ho-
sen
that
hav
e a
reas
onab
ly s
cien
tific
bas
is,
havi
ng b
een
anal
ysed
and
eva
luat
ed s
ucce
ss-
fully
els
ewhe
re, a
nd h
avin
g, if
pos
sibl
e, c
lear
and
cred
ible
exp
lana
tions
of
even
ts, c
osts
and
bene
fits
.
As
anot
her
exam
ple
of th
e co
mpl
emen
tari
tyof
the
basi
c IB
E p
rogr
amm
es, i
t has
bee
nno
ted
that
pol
itica
l and
edu
catio
nal d
ecis
ion-
mak
ers
who
are
them
selv
es e
ngag
ed in
pol
icy
dial
ogue
req
uire
cer
tain
cap
aciti
es f
or c
on-
duct
ing
this
dia
logu
e to
hig
h st
anda
rds.
Thu
s,
the
IBE
is c
urre
ntly
eng
aged
in a
cap
acity
-bu
ildin
g pr
ogra
mm
e fo
r pa
rtic
ipan
ts o
f su
ch
dial
ogue
, to
enha
nce
com
mun
icat
ion
and
ne-
gotia
tion
skill
s an
d ot
her
com
pete
nces
req
uire
d
by th
ese
acto
rs. T
his
prog
ram
me
incl
udes
corr
espo
ndin
g tr
aini
ng s
essi
ons,
and
will
be
expa
nded
to c
over
mor
e co
mpe
tenc
ies
and
mor
e ac
tors
. In
thes
e ar
eas,
the
IBE
is w
ork-
ing
with
the
Facu
lty o
f Ps
ycho
logy
and
Edu
-
catio
nal S
cien
ces
of th
e U
nive
rsity
of
Gen
eva
(FPS
E),
the
Ass
ocia
tion
for
the
Dev
elop
men
t
of E
duca
tion
in A
fric
a (A
DE
A)
and
the
Uni
vers
ite d
'ete
des
dro
its d
e l'h
omm
e et
du
droi
t a l'
educ
atio
n (U
ED
H).
The
pro
ject
of
capa
city
bui
ldin
g fo
r po
licy
dial
ogue
in e
duca
-
tion
is s
uppo
rted
by
the
Min
istr
y of
For
eign
Aff
airs
of
Fran
ce a
nd th
e G
enev
a In
tern
a-tio
nal A
cade
mic
Net
wor
k (G
IAN
).
38
Sele
ctio
ns f
rom
the
Con
clus
ions
of th
e fo
rty-
sixt
h se
ssio
n of
the
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion,
200
1
21. T
he d
evel
opm
ent o
f in
tern
atio
nal c
o-op
erat
ive
activ
ities
to im
prov
e
the
qual
ity o
f ed
ucat
ion
for
lear
ning
to li
ve to
geth
er f
or a
ll sh
ould
be
base
d on
six
mai
n pr
inci
ples
:
Stre
ngth
enin
g th
e fu
nctio
n of
the
I B
E a
s an
obs
erva
tory
of
tren
ds, a
s w
ell a
s its
rol
e in
the
deve
lopm
ent o
f ea
sily
acc
essi
ble
data
bank
s an
d in
form
atio
n sy
stem
s.
Col
lect
ing
the
resu
lts o
f ed
ucat
iona
l res
earc
h on
the
deve
lopm
ent o
f co
nten
ts, u
nder
taki
ng c
ompa
rativ
e st
udie
s at
the
sub-
regi
onal
and
reg
iona
l lev
els,
and
thei
r w
orld
wid
e di
ssem
inat
ion.
Setti
ng u
p co
-ope
rativ
e ne
twor
ks a
t the
inte
rnat
iona
l, re
gion
al
and
sub-
regi
onal
leve
ls f
acili
tatin
g th
e ex
chan
ge o
f ex
peri
ence
and
prom
otin
g jo
int p
roje
cts
in o
rder
to s
tren
gthe
n en
doge
nous
capa
citie
s.
Tra
inin
g ed
ucat
iona
l dec
isio
n-m
aker
s in
pol
icy
dial
ogue
so
asto
enc
oura
ge th
e de
fini
tion
of c
omm
on o
bjec
tives
, the
sea
rch
for
cons
ensu
s an
d th
e m
obili
zatio
n of
par
tner
ship
s.
Exp
erim
entin
g w
ith n
ew m
odal
ities
of
tech
nica
l ass
ista
nce
prov
ided
by
bi-
or m
ultil
ater
al c
o-op
erat
ion
agen
cies
, in
orde
r to
emph
asiz
e no
t onl
y N
orth
-Sou
th b
ut a
lso
Sout
h-So
uth
colla
bora
tion.
Stre
ngth
enin
g of
par
tner
ship
s be
twee
n U
NE
SCO
and
oth
er
rele
vant
inte
rgov
ernm
enta
l org
aniz
atio
ns.
22.
The
con
clus
ions
of
the
fort
y-si
xth
sess
ion
of th
e In
tern
atio
nal
Con
fere
nce
on E
duca
tion
are
com
mun
icat
ed to
the
Gen
eral
Con
fere
nce
of th
e O
rgan
izat
ion
in o
rder
to b
e ta
ken
into
acc
ount
in th
e pr
oces
s of
refl
ectio
n an
d to
rei
nfor
ce, i
n th
e sh
ort,
med
ium
and
long
term
s, th
epr
ogra
mm
e of
act
ion
of U
NE
SCO
, the
Int
erna
tiona
l Bur
eau
of E
duca
tion
and
the
othe
r sp
ecia
lized
inst
itute
s w
ith a
vie
w to
impr
ovin
g th
e qu
ality
of e
duca
tion.
p
Kol
ichi
ro M
atsu
ura
Prep
arat
ions
for
the
fort
y-se
vent
h se
ssio
n of
the
Inte
rnat
iona
l Con
fere
nce
on E
duca
tion:
I ha
ve a
lrea
dy a
sked
the
IBE
Cou
ncil
to b
egin
wor
king
on
the
next
IC
E
and
the
them
atic
con
cern
s it
shou
ld a
ddre
ss. O
ne p
ossi
bilit
y is
that
the
next
IC
E w
ill b
e de
vote
d to
dee
peni
ng o
ur k
now
ledg
e an
d un
ders
tand
ing
of th
e ed
ucat
ion/
pove
rty
nexu
s, p
artic
ular
ly in
term
s of
how
cur
ricu
lum
desi
gn a
nd te
achi
ng/le
arni
ng p
ract
ices
can
be
rela
ted
mea
ning
fully
to th
e
stru
ggle
aga
inst
pov
erty
in a
ll its
for
ms
and
dim
ensi
ons.
Thi
s ag
enda
cou
ld in
clud
e su
ch q
uest
ions
as
the
rela
tion
betw
een
educ
a-
tion
and
mig
ratio
n, th
e pl
ace
of p
reve
ntiv
e ed
ucat
ion
conc
erni
ng H
IV/
AID
S in
all
type
s an
d le
vels
of
educ
atio
n; e
duca
tion
and
soci
al e
xclu
sion
,
with
par
ticul
ar a
ttent
ion
to y
outh
; and
the
curr
icul
ar a
nd p
edag
ogic
al a
s-pe
cts
of s
choo
ling
that
ser
ves
poor
com
mun
ities
. The
ess
entia
l con
trib
u-
tions
of
teac
hers
and
civ
il so
ciet
y w
ill c
ontin
ue to
fig
ure
cent
rally
in o
urdi
alog
ue
In th
e tim
e in
terv
enin
g un
til th
e ne
xt I
CE
, I a
m s
ure
that
we
will
hav
e th
e
chan
ce to
dee
pen
and
exte
nd o
ur k
now
ledg
e an
d un
ders
tand
ing
of th
ere
latio
nshi
p be
twee
n po
vert
y an
d ed
ucat
ion.
Suc
h a
them
e, b
y th
e w
ay,
wou
ld s
tay
firm
ly w
ithin
the
fram
ewor
k of
UN
ESC
O's
str
ateg
ic o
rien
ta-
tion
for
the
peri
od a
head
, nam
ely,
the
hum
aniz
atio
n of
glo
baliz
atio
n.
4?'.
111H
CII
Bas
ic P
rogr
amm
e 1.
:C
apac
ity B
uild
ing
Bas
ic P
rogr
amm
e 2.
:R
esou
rce
Ban
k an
dO
bser
vato
ry o
f T
rend
sct
ures
, an
corn
eai,
eve
omen
s)
Bas
ic P
rogr
amm
e 3.
:Po
licy
Dia
logu
e
Cro
ss-c
uttin
g Pr
ogra
mm
es A
,B
, C:
( A
. Cou
ntry
co-
oper
atio
n on
cur
ncul
um d
evel
opm
ent
B. C
urri
cula
and
HIV
/AID
SC
. Oth
er c
ross
-cut
ting
activ
ities
Dia
gram
of
the
cros
s-cu
tting
pro
gram
mes
Cou
ntry
co-
oper
atio
n on
curr
icul
um d
evel
opm
ent
In r
espo
ndin
g to
cou
ntry
req
uest
s, th
e 1B
Eun
dert
akes
to d
eliv
er th
e m
ater
ials
and
info
r-
mat
ion
that
are
spe
cifi
cally
nee
ded
by th
eco
untr
y pa
rtne
r. I
n as
sem
blin
g th
ese
resu
lts,
the
IBE
use
s el
emen
ts a
nd m
odes
of
actio
nfr
om in
its
thre
e ba
sic
prog
ram
mes
. The
IB
E
can
in th
is w
ay c
ontr
ibut
e in
a v
ery
dire
ctm
anne
r to
the
qual
ity o
f ed
ucat
ion
in c
erta
inpa
rtne
r co
untr
ies,
pro
vinc
es a
nd lo
cal e
nvi-
ronm
ents
.
The
str
ateg
ic o
bjec
tive
of th
is p
rogr
amm
e is
:
To
prov
ide
advi
sory
ser
vice
sto
UN
ESC
O M
embe
r St
ates
, pro
vinc
es a
nd
loca
l gov
ernm
ents
, at t
heir
req
uest
, on
the
eval
uatio
n of
exi
stin
g cu
rric
ula
and
curr
icul
um p
roce
sses
, on
unde
rtak
ing
curr
icul
um r
efor
ms,
and
on
desi
gnin
gcu
rric
ula
and
rela
ted
teac
hing
mat
eria
ls.
The
app
ropr
iate
aut
hori
ties
requ
est t
he I
BE
to c
ontr
ibut
e to
the
setti
ng u
p of
con
text
-bas
ed
capa
citie
s fo
r cu
rric
ulum
dev
elop
men
t. In
a
colla
bora
tive
man
ner,
tailo
red
inte
rven
tions
Con
sulta
tion
in K
uwai
t GA
SER
C a
nd I
BE
then
take
pla
ce th
at s
uppo
rt o
ne a
noth
er:
polic
y-cr
eatin
g di
alog
ue is
fac
ilita
ted;
req
uire
d
skill
s ar
e id
entif
ied
and
form
ed th
roug
h tr
ain-
ing
and
stud
y-vi
sits
; and
req
uire
d kn
owle
dge
is id
entif
ied
and
supp
lied
thro
ugh
docu
men
ta-
tion
of r
elev
ant c
ases
and
ana
lyse
s.
In r
ecen
t yea
rs, t
he I
BE
has
bee
n in
volv
eddi
rect
ly in
cur
ricu
lum
ass
essm
ent a
nd d
evel
-
opm
ent p
roce
sses
with
ver
y di
ffer
ent c
har-
acte
rist
ics
in lo
cal c
omm
uniti
es a
nd c
ount
ries
such
as:
Per
u, B
oliv
ia, U
rugu
ay, C
ampa
na(A
rgen
tina)
, Kos
ovo,
Afg
hani
stan
and
Ind
ia
(see
pag
es 2
3-27
and
43)
.
One
of
the
maj
or c
ount
ry c
o-op
erat
ion
proj
ects
in th
is p
erio
d is
the
proj
ect o
n re
lativ
e tim
e-ta
ble
wei
ghts
of
scho
ol s
ubje
cts
join
tly h
eld
with
the
Gul
f A
rab
Stat
es E
duca
tiona
l Re-
sear
ch C
entr
e (G
ASE
RC
) an
d its
par
ent b
ody,
the
Ara
b B
urea
u of
Edu
catio
n fo
r th
e G
ulf
Stat
es (
AB
EG
S), w
ith th
e in
volv
emen
t of
the
six
Ara
b G
ulf
Cou
ntri
es (
see
page
43)
.
Som
e of
thes
e ac
tiviti
es a
re c
ondu
cted
ina
part
ners
hip
with
UN
ESC
O M
embe
rSt
ates
, UN
ESC
O r
egio
nal a
nd n
atio
nal
offi
ces
and
othe
r or
gani
zatio
ns a
nd a
gen-
cies
bot
h w
ithin
and
out
side
the
Uni
ted
Nat
ions
sys
tem
. The
IB
E a
lso
arra
nges
upon
req
uest
Cus
tom
ized
Int
ensi
ve T
eam
Tra
inin
g w
ith S
tudy
Vis
its. N
orm
ally
, thi
sac
tivity
is a
pplic
able
to c
ases
whe
re th
e
A
Out
puts
for
200
2-20
07 o
f th
e
CO
UN
TR
YC
O-O
PER
AT
ION
PR
OG
RA
MM
E
In e
ach
case
, out
puts
are
agr
eed
betw
een
the
IBE
and
the
requ
estin
g co
untr
y or
ent
ity o
n th
e co
n-du
ct o
f di
rect
tech
nica
l sup
port
or
inte
nsiv
e te
am
trai
ning
dur
ing
stud
y vi
sits
.
3
part
ner
coun
try
is f
aced
with
a w
ell-
de-
fine
d ch
alle
nge
and
whe
re th
e ed
ucat
ion-
re-
late
d sp
ecia
lists
wis
h to
fam
iliar
ize
them
selv
es
with
dif
fere
nt s
olut
ions
to s
imila
r pr
oble
ms
that
othe
r co
untr
ies
have
fac
ed.
The
em
phas
is h
ere
is o
n su
pply
ing
to a
team
of c
urri
culu
m-r
elat
ed s
peci
alis
ts o
r de
cisi
on-
mak
ers
the
info
rmat
ion
and
guid
ance
req
uire
d
for
self
-tra
inin
g. I
nter
natio
nal t
eam
-vis
its a
re
part
of
the
lear
ning
pro
gram
me.
The
IB
E f
a-
cilit
ates
vis
its b
y a
natio
nal c
urri
culu
m r
efor
m
team
to in
stitu
tions
ofte
n in
Eur
opew
here
the
team
can
inte
ract
dir
ectly
with
the
pro-
mai
Cur
ricu
lum
ref
orm
in
the
coun
trie
s of
the
Gul
f eg
ion
The
re is
a r
ole
for
the
IBE
in im
prov
ing
regi
onal
co-o
pera
tion
thro
ugh
mob
iliza
tion
of in
tern
atio
nal
expe
rtis
e in
cur
ricu
lum
and
tim
e m
anag
emen
t, as
a
part
ner
of th
e A
rab
Bur
eau
of E
duca
tion
for
the
Gul
f St
ates
(A
BE
GS)
, and
the
Gul
f A
rab
Stat
esE
duca
tiona
l Res
earc
h C
entr
e (G
ASE
RC
).
The
six
cou
ntri
es o
f th
e G
ulf
Reg
ion,
thro
ugh
thei
r
Gul
f C
o-op
erat
ion
Cou
ncil,
are
eng
aged
in a
vis
ion-
ary
proc
ess
of e
duca
tiona
l ref
orm
they
wis
h to
refo
rm c
urri
cula
and
mod
erni
ze e
duca
tion
syst
ems
with
in th
e pe
rspe
ctiv
e of
res
pect
for
the
cultu
ral
iden
tity
of th
e re
gion
. AB
EG
S, b
ased
in R
iyad
h,ha
s be
en a
ssig
ned
the
co-o
rdin
atio
n ro
le in
this
proc
ess.
tago
nist
s an
d co
ntex
ts o
f ed
ucat
iona
l pol
icie
s,
prog
ram
mes
and
inno
vativ
e pr
ojec
ts. T
hese
are
sele
cted
in e
ach
case
so
as to
be
dire
ctly
rele
vant
and
ben
efic
ial t
o th
e ch
alle
nges
that
the
trav
ellin
g te
am f
aces
with
the
curr
icul
um
in it
s ow
n co
untr
y.
Whe
n th
e pl
aces
to b
e vi
site
d ar
e se
lect
ed,
this
dec
isio
n is
bas
ed o
n in
form
atio
n dr
awn
from
the
IBE
Res
ourc
e B
ank
of d
ocum
ents
rela
ted
to c
urri
culu
m d
evel
opm
ent,
or o
n in
-
ter-
agen
cy a
gree
men
ts th
roug
h w
hich
the
Bur
eau
co-o
pera
tes
with
oth
er k
ey in
stitu
tions
.
Exa
mpl
es o
f th
e la
tter
are:
CO
LU
MB
US
The
y ar
e im
plem
entin
g a
mul
ti-se
ctor
al p
lan
for
curr
icul
um r
efor
m, a
nd o
ne p
roje
ct w
ithin
this
ac-
tivity
rel
ates
to ti
me
man
agem
ent w
ithin
sch
ool
curr
icul
a in
the
coun
trie
s of
the
regi
on. T
he d
istr
i-
butio
n of
the
vari
ous
subj
ects
, and
oth
er f
acto
rsre
latin
g to
teac
hing
and
lear
ning
tim
e, is
bei
ng r
e-
vise
d fo
r co
mpa
tibili
ty w
ith q
ualit
y ed
ucat
ion
and
with
the
chan
ges
bein
g m
ade
in s
choo
l sub
ject
sin
the
regi
on a
nd th
e w
orld
.
At t
he b
egin
ning
of
2002
, the
IB
E w
as r
eque
sted
to r
einf
orce
the
regi
onal
cap
abili
ty f
or s
ettin
g an
d
revi
sing
sub
ject
-tim
e al
loca
tions
in c
lose
col
labo
-
ratio
n w
ith G
ASE
RC
. An
actio
n pl
an f
or th
is c
ol-
labo
ratio
n ha
s be
en a
gree
d up
on. I
t inc
lude
s th
ese
tting
up
of a
wor
ksho
p in
the
Gul
f R
egio
n, w
ith
the
aim
of
faci
litat
ing
co-o
pera
tive
deci
sion
s on
Prog
ram
me
of th
e E
urop
ean
Uni
on, t
he U
ni-
vers
ity o
f G
enev
a, th
e M
inis
trie
s of
Edu
ca-
tion
of F
ranc
e, G
enev
a (S
witz
erla
nd),
the
Net
herl
ands
, Por
tuga
l, Sc
otla
nd (
Uni
ted
Kin
g-
dom
) an
d Sp
ain,
am
ongs
t oth
ers.
To
the
par-
ticip
ants
, the
IB
E s
uppl
ies
data
bank
mat
eri-
als,
gui
danc
e fo
r th
e de
sign
of
inte
rvie
ws
and
for
obse
rvat
ions
dur
ing
fiel
d vi
sits
, a c
ouri
er
and
tran
slat
ors
for
the
visi
ts, b
rief
ings
and
sem
inar
s on
the
tran
sfer
abili
ty o
f sp
ecif
ic in
-
nova
tions
.
the
part
of
the
Gul
f co
untr
ies,
and
the
stre
ngth
en-
ing
of r
elev
ant t
echn
ical
cap
abili
ties
at th
e re
gion
al
leve
l.
As
part
of
its d
utie
s in
this
act
ion
plan
, the
IB
E is
prov
idin
g ca
se s
tudi
es o
n tim
e m
anag
emen
t and
on th
e im
pact
of
time
allo
catio
n an
d di
stri
butio
n
in th
e le
arni
ng o
utco
mes
of
stud
ents
. Six
spe
cial
case
s ha
ve b
eing
cho
sen
toge
ther
by
the
part
ners
invo
lved
: Ger
man
y, S
wed
en, J
apan
and
Sw
itzer
-
land
, and
als
o th
e ca
ses
of th
e In
tern
atio
nal B
ac-
cala
urea
te O
rgan
izat
ion
([B
O)
and
Hom
e E
duca
-tio
n.
The
set
of
stud
ies
and
the
met
hodo
logy
to m
ake
deci
sion
s on
tim
e m
anag
emen
t by
curr
icul
um d
e-
velo
pers
are
ava
ilabl
e fo
r fu
rthe
r us
e as
nee
ded
in
othe
r co
untr
ies
and
regi
ons
of th
e w
orld
.
tr 4
Out
puts
for
200
2-20
07 o
ff th
e
CU
RR
ICU
LA
AN
D H
IV/A
IDS
PRO
GR
AM
ME
A p
rofi
le o
f th
e re
quir
ed in
form
atio
n an
din
form
atio
n fl
ows.
A f
unct
ioni
ng c
lear
ingh
ouse
with
an
infr
astr
uc-
ture
, a te
am o
f co
llabo
rato
rs a
nd a
pro
cedu
res
man
ual.
Too
ls f
or b
ette
r ap
prai
sal o
f cu
rric
ular
-mak
ing,
impl
emen
tatio
n an
d as
sess
men
t for
HIV
/AID
Spr
even
tive
educ
atio
n m
ade
avai
labl
e.
A c
ompr
ehen
sive
ser
ies
of c
urri
cula
for
HIV
/A
IDS
prev
entiv
e ed
ucat
ion
mad
e av
aila
ble
on-
line.
A s
et o
f ap
prai
sal d
ocum
ents
mad
e av
aila
ble
on-l
ine.
Impr
oved
dia
logu
e an
d ex
chan
ge a
mon
gpo
licy-
mak
ers
and
prac
titio
ners
on
good
prac
tices
in th
e fi
eld
of H
IV/A
IDS
educ
atio
n.
The
Glo
bal C
onte
nt B
ank
on
Edu
catio
n fo
r H
IV/A
IDS
Prev
entio
n
The
mai
n ai
m o
f th
e G
loba
l Con
tent
Ban
k on
Edu
-
catio
n fo
r H
IV/A
IDS
Prev
entio
n (G
CB
EH
) is
to
syst
emat
ical
ly d
ocum
ent a
nd a
naly
se in
itiat
ives
in
form
al e
duca
tion
(pri
mar
y an
d se
cond
ary
educ
a-
tion,
and
teac
her-
trai
ning
inst
itute
s) w
orld
wid
e
desi
gned
to p
rovi
de s
choo
l-ba
sed
HIV
/AID
S ed
u-
catio
n. T
his
web
-bas
ed c
lear
ingh
ouse
ser
vice
is
inte
nded
to p
rovi
de p
rofe
ssio
nals
in c
urri
culu
m
desi
gn, d
evel
opm
ent a
nd im
plem
enta
tion,
re-
sear
cher
s an
d po
licy
mak
ers
with
info
rmat
ion
and
44
docu
men
tatio
n to
sup
port
thei
r w
ork
in th
is k
ey
educ
atio
nal a
rea.
The
GC
BE
H a
ims
to p
rovi
de a
com
para
tive
pers
pect
ive
of c
urri
culu
m d
evel
op-
men
t and
pra
ctic
e in
the
vari
ous
disc
iplin
ary
ar-
eas
thro
ugh
whi
ch e
duca
tion
pert
aini
ng to
the
HIV
/AID
S ep
idem
ic is
taug
ht. I
n cl
ose
colla
bora
-
tion
with
oth
er in
tern
atio
nal a
s w
ell a
s na
tiona
l
inst
itutio
ns w
orki
ng in
this
fie
ld, i
t see
ks to
iden
-
tify
good
or
prom
isin
g ed
ucat
iona
l pra
ctic
es w
hich
may
be
repl
icat
ed in
oth
er s
ettin
gs.
Res
pons
es to
a q
uest
ionn
aire
sen
t by
the
IBE
to
seve
ral h
undr
ed e
duca
tiona
l ins
titut
ions
wor
ld-
wid
e an
d an
exp
erts
' gro
up o
f le
adin
g pr
ofes
sion
-al
s in
the
fiel
d ar
e as
sist
ing
in o
rien
ting
the
clea
r-
ingh
ouse
mor
e cl
osel
y to
the
need
s of
use
rs, a
ndar
e al
so a
val
uabl
e m
eans
of
acqu
irin
g cu
rric
ular
mat
eria
ls. T
he f
ocus
of
the
GC
BE
H is
a w
eb p
orta
l
whi
ch f
eatu
res
data
base
s of
doc
umen
ts, i
mag
esan
d ex
pert
s, r
esea
rch
repo
rts,
upd
ates
on
rele
vant
mee
tings
and
con
fere
nces
, new
s ite
ms,
etc
. The
clea
ring
hous
e w
ill a
lso
diss
emin
ate
in p
rint
ed f
or-
mat
, bib
liogr
aphi
es, s
ynth
eses
of
rese
arch
, gui
de-
lines
for
cur
ricu
lum
dev
elop
men
t, et
c., t
o in
stitu
-tio
ns a
nd in
divi
dual
s no
t hav
ing
acce
ss to
the
Inte
rnet
.
Cur
ricul
a an
d H
IV/A
IDS
Mor
e pr
even
tion
and
educ
atio
nal w
ork
onH
IV/A
IDS
is n
eede
d. T
he I
BE
has
set
up
apr
ogra
mm
e on
HIV
/AID
S cu
rric
ula
that
draw
s up
on th
e re
sour
ces
and
mod
es o
f ac
-tio
n of
all
the
thre
e ba
sic
prog
ram
mes
of
the
IBE
rel
ated
to c
apac
ity b
uild
ing,
doc
umen
ta-
tion
and
the
anal
ysis
of
tren
ds, a
nd p
olic
y di
a-
logu
e. T
he s
trat
egic
aim
s of
this
pro
gram
me
are:
To
gath
er a
nd a
ppra
ise
curr
icul
a fo
rH
IV/A
IDS
prev
entio
n at
the
prim
ary
and
seco
ndar
y le
vels
of
form
al e
duca
tion
asw
ell a
s at
teac
her-
trai
ning
inst
itute
s
To
prov
ide
acce
ss to
res
earc
h fi
ndin
gsan
d ot
her
mat
eria
lsth
aten
able
curr
icul
um d
evel
oper
s an
d ot
hers
in th
em
ost a
ffec
ted
coun
trie
s--a
nd in
cou
ntri
es
thre
aten
ed b
y a
full-
scal
e H
IV e
pide
mic
to b
e be
tter
equi
pped
with
ski
lls a
ndkn
owle
dge
in p
rovi
ding
nat
iona
l and
regi
onal
res
pons
es;
To
deve
lop
and
prom
ote
a di
alog
ue o
nH
IV/A
IDS
cont
ents
in s
choo
l cur
ricu
laam
ong
polic
y m
aker
s, c
urri
culu
msp
ecia
lists
and
pra
ctiti
oner
s.
The
act
iviti
es u
nder
way
to r
each
thes
e ai
ms
are
gear
ed to
war
ds th
e pr
ovis
ion
of in
form
a-
tion-
man
agem
ent,
know
ledg
e-tr
ansf
er a
ndca
paci
ty-b
uild
ing
serv
ices
with
in th
e ar
eas
of
com
pete
nce
of th
e IB
E. T
hey
are
aim
ed a
tpr
even
ting
HIV
/AID
S in
fect
ion,
incr
easi
ng th
e
self
-em
pow
erm
ent o
f le
arne
rs a
t ris
k, a
ndpr
ovid
ing
trai
ning
to in
divi
dual
s an
d in
stitu
tions
that
wor
k on
the
deve
lopm
ent a
nd im
plem
en-
tatio
n at
the
scho
ol le
vel o
f ed
ucat
iona
lpr
ogra
mm
es f
or c
omba
ting
the
dise
ase.
One
of
the
proj
ects
und
er th
is p
rogr
amm
e is
a cu
rric
ulum
cle
arin
g-ho
use
for
educ
atio
nal
resp
onse
s to
HIV
/AID
S. T
he I
BE
Cle
arin
g-H
ouse
for
Cur
ricu
lum
Dev
elop
men
t on
Edu
-
catio
n fo
r A
IDS
Prev
entio
n is
par
t of
the
UN
ESC
O S
trat
egic
Pro
gram
me
on H
IV/
AID
S an
d of
the
Uni
fied
Bud
get a
nd W
ork
(UB
W)
plan
app
rove
d by
UN
AID
S. I
t ser
ves
to h
elp
the
inte
rage
ncy
team
to f
ight
aga
inst
HIV
/AID
S al
l ove
r th
e w
orld
The
cle
arin
g-ho
use
aim
s at
the
deliv
ery
of th
e
over
all i
nfor
mat
ion-
man
agem
ent a
nd k
now
l-
edge
-tra
nsfe
r se
rvic
e ca
lled
for
by th
e in
ter-
agen
cy U
NA
IDS
prog
ram
me
and
fiel
d-le
vel
agen
cies
. Par
t of
the
wor
k of
the
proj
ect i
n-vo
lves
eva
luat
ing
and
publ
ishi
ng th
e re
sults
of
curr
icul
um d
evel
opm
ent p
roce
sses
and
cur
-
ricu
lar
cont
ents
and
met
hods
that
hav
e be
enus
ed to
pre
vent
AID
S or
to c
ope
with
AID
S-
rela
ted
cons
eque
nces
am
ong
vari
ous
sect
ors
of th
e af
fect
ed s
ocie
ties.
The
pro
ject
will
or-
gani
ze a
nd p
artic
ipat
e in
con
fere
nces
and
sem
inar
s at
the
sub-
regi
onal
, reg
iona
l and
in-
tern
atio
nal l
evel
s so
that
the
info
rmat
ion
ob-
tain
ed th
roug
h th
e cl
eari
ng-h
ouse
is e
ffec
tivel
y
expl
oite
d in
cap
acity
-bui
ldin
g.
Onc
e in
form
atio
n on
HIV
/AID
S in
sch
ool
curr
icul
a is
gat
here
d an
d w
ell d
isse
min
ated
,
and
once
cur
ricu
lum
dev
elop
ers
and
educ
a-to
rs a
re w
ell i
nfor
med
and
ski
lful
in th
e co
m-
plex
dim
ensi
ons
of in
trod
ucin
g H
IV /A
IDS
into
scho
ol c
urri
cula
, a f
ruitf
ul d
ialo
gue
can
emer
ge. T
his
proj
ect i
s ai
med
at f
acili
tatin
gpo
licy-
crea
ting
dial
ogue
am
ong
curr
icul
ar a
nd
othe
r de
cisi
on-m
aker
s. I
n th
is w
ay, t
he I
BE
wou
ld s
uppo
rt th
e de
velo
pmen
t of
wel
l-in
-fo
rmed
and
sup
port
ive
natio
nal a
nd in
tern
a-tio
nal p
olic
ies
on H
IV/A
IDS
educ
atio
n.
In th
is p
roje
ct, t
he I
BE
is c
o-op
erat
ing
clos
ely
with
WH
O, L
a C
aixa
(Sp
ain)
and
oth
er a
ca-
dem
ic a
nd d
evel
opm
enta
l ins
titut
ions
. The
IB
E
has
prov
ided
the
firs
t con
trib
utio
ns f
rom
the
Glo
bal C
onte
nt B
ank
on E
duca
tion
for
HIV
/
AID
S Pr
even
tion
to N
iger
ia a
nd B
razi
l, in
co-
oper
atio
n w
ith th
e re
spec
tive
UN
ESC
O f
ield
offi
ces.
46
The
Col
lege
of
Fello
ws
Thi
s is
a h
igh-
leve
l acc
ompa
nyin
g ac
adem
ic
team
, com
pose
d of
sel
ecte
d sc
hola
rs f
rom
all
the
regi
ons
of th
e w
orld
who
are
invo
lved
inIB
E p
roje
cts.
The
mem
bers
hip
of th
e C
olle
ge
of F
ello
ws
is r
enew
ed e
ach
bien
nium
acc
ord-
ing
to th
e IB
E's
on-
goin
g pr
ojec
ts a
nd a
ctiv
i-
ties.
PRO
SPE
CT
S: E
dito
rial
Boa
rd
The
Edi
tori
al B
oard
of
UN
ESC
O's
qua
rter
ly
revi
ew o
f ed
ucat
ionP
RO
SPE
CT
Sis
com
-po
sed
of s
peci
alis
ts in
com
para
tive
educ
atio
n
and
high
-lev
el d
ecis
ions
-mak
ers
with
a s
tron
g
inte
rest
in c
ompa
rativ
e st
udie
s. T
heir
mis
sion
is to
con
trib
ute
to th
e th
emes
of
sele
cted
is-
sues
, to
view
poin
ts, a
rtic
les
on tr
ends
and
pro
-
file
s of
wor
ld r
enow
ned
educ
ator
s w
ho h
ave
infl
uenc
ed th
e hi
stor
y of
lear
ning
and
teac
h-
CO
MPO
SIT
ION
OF
TH
E I
BE
CO
UN
CIL
, 200
1-20
03
1.A
ngol
a11
.H
unga
ry21
.R
epub
lic o
f K
orea
2.B
elgi
um12
.In
done
sia
22.
Rus
sian
Fed
erat
ion
3.C
amer
oon
13.
Jam
aica
23.
Sene
gal
4.C
hina
14.
Japa
n24
.Sp
ain
5.C
olom
bia
15.
Leb
anon
25.
Switz
erla
nd6.
Cot
e d'
Ivoi
re16
.L
ithua
nia
26.
Tha
iland
7.C
uba
17.
Mal
aysi
a27
.U
nite
d A
rab
Em
irat
es8.
Cze
ch R
epub
lic18
.M
oroc
co28
.Z
imba
bwe
9.Fr
ance
19.
Nig
eria
10.
Hai
ti20
.Po
rtug
alM
r A
ziz
Has
bi (
Mor
occo
), P
resi
dent
of
the
IBE
Cou
ncil,
200
2-20
03
45
ing.
The
y ar
e al
so in
volv
ed in
ass
essi
ng u
nso-
licite
d pr
opos
als
for
artic
les
that
hav
e be
ensu
bmitt
ed.
PRO
SPE
CT
S: C
orre
spon
dent
s
PRO
SPE
CT
S co
rres
pond
ents
hel
p to
iden
tify
auth
ors
from
dif
fere
nt c
ount
ries
and
reg
ions
,
and
also
sug
gest
idea
s fo
r th
emes
and
art
icle
s
for
the
diff
eren
t sec
tions
of
the
revi
ew.
I
4
4,N4
A,..41
**,;
,.
Z", '
1,1)'.1-
,..4//'
4. ,y..?,
i...,.: -
"r tr:
- -r-lfArr .,
''4,
.19'0,..
.1.
t.
le
At t
he b
egin
ning
of
the
peri
od 2
002-
2007
, the
act
iviti
es o
f th
e IB
E w
ere
fund
ed b
y th
e U
NE
SCO
reg
ular
bud
-ge
t; ex
tra-
budg
etar
y fu
nds
allo
cate
d to
UN
ESC
O f
or c
o-op
erat
ive
wor
k w
ithth
e D
ivis
ions
of
Edu
catio
nal Q
ualit
y,E
duca
tiona
l Pol
icie
s an
d Se
cond
ary
Edu
catio
n an
d fi
eld
offi
ces
(for
in-
stan
ce f
rom
the
Bild
ungs
- M
inis
teri
umfu
r T
echn
isch
e Z
usam
men
arbe
it(B
MZ
, Ger
man
y) a
nd th
e Ja
pane
seFu
nds-
in-T
rust
); in
stitu
tiona
l allo
catio
ns f
rom
the
Swis
s C
onfe
dera
tion,
and
the
Swed
ish
Inte
rnat
iona
l Dev
elop
men
t Age
ncy
(Sid
a, S
wed
en)
Its
activ
ities
are
als
o fu
nded
by
the
Min
istr
y fo
r Fo
reig
n A
ffai
rs o
f Fr
ance
(D
irec
tion
gene
rale
de
la c
oope
ratio
n in
tern
atio
nale
et d
u de
velo
ppem
ent)
, the
Ara
b G
ulf
Cou
n-tr
ies,
the
Gen
eva
Inte
rnat
iona
l Aca
dem
ic N
etw
ork
(GIA
N)
and
man
y ot
her
sour
ces,
depe
ndin
g on
the
proj
ect o
r ac
tivity
.A
lso
at th
e be
ginn
ing
of th
e pe
riod
200
2-20
07, t
he I
BE
cou
nts
upon
twen
ty-o
nepe
rman
ent s
taff
mem
bers
, thr
ee h
igh-
leve
l con
sulta
nts
on c
urri
culu
m d
evel
opm
ent
and
plan
ning
, a r
oste
r of
mor
e th
an 2
00 h
igh-
leve
l con
sulta
nts
on s
peci
fic
them
atic
issu
es, f
ive
rese
arch
ass
ista
nts
and
agre
emen
ts to
rec
eive
ir...
..""`
11%
_in
tern
s w
ith th
e M
inis
try
of F
orei
gn A
ffai
rs o
f Q
uebe
c an
dth
e In
stitu
te f
or L
eade
rshi
p D
evel
opm
ent (
Can
ada)
, the
Deu
tsch
er A
kade
mis
cher
Aus
taus
ch D
iens
t (D
AA
D, G
er-
man
y) a
nd o
ther
inst
itutio
ns M
ore
deta
iled
and
upda
ted
inst
itutio
nal i
nfor
mat
ion
can
be f
ound
on
the
IBE
's w
ebsi
teif
illw
ww
ibe
unes
co o
rg
a.,
x
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