The
World Education Information Report’s focus on education as a basic human right is a fitting
choice for the International Year for the Culture of Peace. Education is one of the
principal means to build the‘defenses of peace’ in the minds of men and women everywhere – the
mission assumed by UNESCO when the Organ- ization was created more than half a century
ago. The twentieth century saw human rights accepted worldwide as a guiding principle. Our
ambition for the new century must be to see human rights fully implemented in practice.
This is therefore a good moment for the inter- national community to reflect on its understand-
ing of, and commitment to, the right to edu- cation. Education is both a human right and a
vital means of promoting peace and respect for human rights and fundamental freedoms gener-
ally. If its potential to contribute towards build- ing a more peaceful world is to be realized, edu-
cation must be made universally available an equally accessible to all.
The challenge is daunting. Despite the progress made in the decades that have passed
since the Universal Declaration of Human Rights was proclaimed, there are more than 800 million
illiterate adults in the world today, and nearly 100 million primary-school-age children (and an
even larger number of secondary-school-age children) are not in school. Moreover, millions
of those who are in school do not benefit from an education of sufficient quality to meet their
basic learning needs. These needs are daily becoming more pressing as the vast changes in
the world wrought by globalization and the revolution in information and communication
technologies threaten to marginalize entire populations still living in dire poverty.
This report, the fifth in UNESCO’s biennial series of World Education Reports is aimed at promoting reflection on the many different facets of the right to education, extending from initial or basic education to lifelong learning.
The report is also designed to complement the Education for All 2000 Assessment undertaken
by the international community as a follow- up to the World Conference on Education for
All (Jomtien, Thailand, 1990). This assessment process, culminating at the World Education
Forum in Dakar, Senegal, in April 2000, is leading to a global renewal of and re-commitment to
Education for All as a bedrock of peace and all forms of development, to pledges to intensify
efforts and accelerate progress towards EFA, and to the resolve to find new and better ways to
achieve EFA goals.
The perspectives in this report should serve both as a backdrop to, and
motivation for, this commitment and the new intensive courses of action that it is generating.
It is my hope that this report, through its wideranging and yet concise overview and analysis,
will contribute to a better international under standing of the nature and scope of the right to
education, of its fundamental importance for humanity and of the challenges that still lie
ahead to ensure its full implementation.
World Education Information Report’s focus on education as a basic human right is a fitting
choice for the International Year for the Culture of Peace. Education is one of the
principal means to build the‘defenses of peace’ in the minds of men and women everywhere – the
mission assumed by UNESCO when the Organ- ization was created more than half a century
ago. The twentieth century saw human rights accepted worldwide as a guiding principle. Our
ambition for the new century must be to see human rights fully implemented in practice.
This is therefore a good moment for the inter- national community to reflect on its understand-
ing of, and commitment to, the right to edu- cation. Education is both a human right and a
vital means of promoting peace and respect for human rights and fundamental freedoms gener-
ally. If its potential to contribute towards build- ing a more peaceful world is to be realized, edu-
cation must be made universally available an equally accessible to all.
The challenge is daunting. Despite the progress made in the decades that have passed
since the Universal Declaration of Human Rights was proclaimed, there are more than 800 million
illiterate adults in the world today, and nearly 100 million primary-school-age children (and an
even larger number of secondary-school-age children) are not in school. Moreover, millions
of those who are in school do not benefit from an education of sufficient quality to meet their
basic learning needs. These needs are daily becoming more pressing as the vast changes in
the world wrought by globalization and the revolution in information and communication
technologies threaten to marginalize entire populations still living in dire poverty.
This report, the fifth in UNESCO’s biennial series of World Education Reports is aimed at promoting reflection on the many different facets of the right to education, extending from initial or basic education to lifelong learning.
The report is also designed to complement the Education for All 2000 Assessment undertaken
by the international community as a follow- up to the World Conference on Education for
All (Jomtien, Thailand, 1990). This assessment process, culminating at the World Education
Forum in Dakar, Senegal, in April 2000, is leading to a global renewal of and re-commitment to
Education for All as a bedrock of peace and all forms of development, to pledges to intensify
efforts and accelerate progress towards EFA, and to the resolve to find new and better ways to
achieve EFA goals.
The perspectives in this report should serve both as a backdrop to, and
motivation for, this commitment and the new intensive courses of action that it is generating.
It is my hope that this report, through its wideranging and yet concise overview and analysis,
will contribute to a better international under standing of the nature and scope of the right to
education, of its fundamental importance for humanity and of the challenges that still lie
ahead to ensure its full implementation.
The great website and information shared are also very appreciable. Usmle Step 1 2020
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